Maintaining the challenge for the instructor
Reading this module was interesting because I have been teaching for a while now, 13 years. That can present a danger in a number of ways if the faculty member is not interested in growing in the classroom environment. Everybody has faced challenges that can be easily addressed by maintaining a personal status quo. Teach the same course for two consecutive terms and you can develop a good sense of flow and delivery. Continue to deliver that material the same way for another two terms and you run the risk of becoming stale.
One of the things that has kept me interested in teaching is the challenge that each class presents, the challenge to present a defined series of learning outcomes in an evolutionary manner. We have to remember that our students do not live in a vacuum; they communicate outside of class, and set expectations for future students. Even a great teacher will lose students if they are simply relying on the “hype†students communicate; we have to adapt to each class as a new teaching situation.
I am lucky, I generally have the opportunity to change which classes I teach every term, but one trick I learned from a college years ago was to assess and review how I was delivering material every three terms. This instructor was limited in the scope of what he taught, but was always reviewing how best to deliver the material and raise the outcomes. As a result his courses provided a vibrant learning environment for himself and the students.
adress
I agree it is more challenging to teach new classes each term, although it is hard to find the right pace on the first try!
Though I tend to be of the mindset that no one can ever truly know the entirety of a topic, no matter how small the topic, I will at least keep updating my course with newer and better examples of the concepts I teach – it keeps me engaged and helps the students relate.
I agree wholeheartedly with Ron. We need to adapt each class to a new learning situation, and make relevant, current linkages between course content and the "real world." This helps to keep content fresh and exciting.
I was teaching the same course for 4 years, always trying to vary my technique based on the class and the disparate personalities an instructor finds themselves challenged with on a daily basis. I started to realize I was in a rut. After these 4 years, my company assigned me to co-teach in different sections of the curriculum - I was exposed to my coworker's teaching styles, which was an unbelievable positive jolt to my own style. Having now taught almost all the subjects in the curriculum, I have been able to adapt not only to the different subjects, but also to their delivery. I have been able to re-energize my former curriculum, but now I can make the material more exciting for the students to learn!
I have been teaching for past 7 years. I teach Environmental Science. I brought a change in my teaching style. We have started doing experiments, along with Lab assessment presentations in class. We bought water testing kits, and tested drinking water. Students showed their interest, and started doing more testing. This skill can be used later on in their lives. Applied aspect of teaching motivates student to learn more.
Greetings Ron!
Great observations and comments! I always like to have a couple of extra "tricks" in my teaching bag to ensure that students stay connected. Preparation and continually keeping updated and current in topic areas is important to success.
Keep up the good work!
Jane Davis
ED107 Facilitator
I have also experienced the same challenge teaching the same class for many years. I have found that even if I use the same format and content in two consecutive terms or more, the course delivery, content and discussions are drastically different because of the students' personalities,commitment to learning and interests. Because of this phenomena, I have been able to maintain a course shell and adjust my techniques and material to the current student group. For example, one term, I had an extremely vocal group where everyone grasped the material quickly, made connections and actively participated in the discussions. I had to alter the course to include a longer discussion period with a tight delivery of the topic. Another term, I had a wide range of students that included students with learning disabilities, poor attendance, chronic shyness and super high achievers. This changed the dynamics and delivery of the course and was certainly extremely challenging.
