Hi, Donald.
I like your idea of slowly approaching the student who is responding. I agree that this would work well as a visual implication of interest, which is often the most prized form of positive reinforcement for our students. I'm going to try to incorporate this into my lecture style. I also pace slowly as I teach...so this should work well for me. Thanks for the idea!
Kristin
Being able to communicate with students no matter what their background, education, etc. may be. In a way that doesn't overwhelm them and helps them feel comfortable. The more secure the student is with their instructor the more open he/she will be with questions that might not have been asked otherwise.
Hi Matthew! Indeed, open discussion(with guidelines) is a key to an interactive classroom. Early on in teaching, I remember asking a question then complete silence in the classroom. I then began "layering" questions; in other words, beginning with a simple or more obvious question, praising the response, then a little more difficult one building on the first. It created some momentum in the classroom. If students couldn't answer the next question, I would go back to the previous topic/explanation and then paraphrase and rebuild. It seemed to work. Just a thought...
Thanks for your comments.
Jay Hollowell
ED106 Facilitator
Hi Kristin! I apologize for the delay in responding and appreciate your well thought out discussion points and questions. From reading your comments and witnessing the clarity in which you communicate, I would suspect that when a student asks a question that you just finished answering, it is not your lack of communication. Nor do I think it is automatically dis-engagement or lack of attention on the part of the student. In years of teaching and training, I have found that when it occurs, the adult learner, most likely, just needs to hear the answer again, but on their own terms.
We are only human and may, at times, appear frustrated when it happens, yet I simply see it as a chance to clarify, summarize or reinforce a point to other students who may be quietly lost as well.
If a student does this all the time though, you may try a strategy such as guided note-taking, or get a volunteer student to paraphrase what you have said, or even get another student to re-answer the question rather than yourself.
Additionally, sometimes when a student re-asks an answered question, I put it in the "parking lot." In other words, rather than answering the student right at that moment, I ask them to hold the question, then move slightly to the next topic and answer the question again under the new circumstances. The object is not to compound the confusion or leave anyone behind, but an adult learner may actually get it the second or third time around when the question is answered in a different context and with a little more information.
Hope this helps a little.
Thanks so much for your on point observations!
Jay Hollowell
ED106 Facilitator
Thanks, John, sometimes we may want to exclaim, "Why can't you get this?" But, to your point, we have to constantly remind ourselves that though we may have taught a subject or process for years, it may still be brand new to an adult learner who's motivation and self-esteem can be undermined instantly.
Jay Hollowell
ED106 Facilitator
Thanks Blaik! Good observation! Sometimes simply stopping and taking a deep breath, adding an example or relevant story, asking a question, asking a volunteer student to paraphrase or provide an example may all help to vary your pace through a presentation.
Jay Hollowell
ED106 Facilitator
I speak loudly and clearly, and my diction is good, but I tend to move at too fast of a pace. I need to slow it down a bit.
Hi Donald! Thanks for your comments! I'm a pacer as well; I think that moving around the classroom heightens interactivity and demonstrates that the instructor is engaged with students in the learning environment. At the other extreme, I had a teacher in college days that paced back and forth continuously at the front of the classroom, but never really got into the students' learning zone so to speak. It drove me crazy (smile)!
Jay Hollowell
ED106 Facilitator
I am a pacer. Not a fast pacer, but, as I speak, I am slowly moving to make direct eye contact with the entire class, and to better hear the students when they individually reply to the numerous questions I ask them. I will stand still and continue lecturing, but, when I pose a question and a student across the room wishes to answer, I will slowly walk towards them to show that I am genuinely interested in their response. I then slowly walk across the room, making eye contact as I move. I could probably pace less, for more concentration on the subject matter by the students.
I find that I get alot of attention and keep them engaged with the subject matter by using eye contact.
I need to remember that the students might have never heard or used the terms in my course.Sometimes we forget that students are new to the concepts we are trying to teach
I have found that the most valuable communication skills in teaching my adult students are an ability to change my "level" of communication (vocabulary, length of sentences, etc) to meet that of the student and an ability to use analogies that they are likely to relate to when I introduce new concepts.
By communicating with my students on their own level, rather than expecting them to meet mine, I feel that I give them respect. This also assures that they will comprehend the information. I can remeber, in college, being so frustrated with instructors who spoke "over my head"...I felt that it was arrogant.
Using analogies that my students are likely to relate to helps them to remember and understand my main point. I also find that mnemonics, especially funny ones, help my students to retain and relate to the information.
I would like to improve my ability to respond appropriately to the student who asks a question I just addressed (literally less than 5 seconds ago in some cases!). I find this frustrating and sometimes even a little insulting. I would like to think this doesn't show on my face, but I suspect it does, at least sometimes.
I put a lot of effort into preparing not just my notes and the information for my lectures but also my delivery. I make sure that I highlight and stress the important topics, repeat them, ask open-ended questions to assure comprehension, and povide real-world examples. When I do all of this, and then have a student ask a question that I have already answered at least two or three times during lecture I am just floored. I wonder if I really wasn't clear enough, or if they just weren't paying attention. How can I tell which it is? I mean, if it's my lack of clarity, then that's something I can work on. But, if it's that they are disengaged, that's a whole other problem! How can I improve the way I respond so I don't accidentally offend a student?
Kristin
I believe open forum in class with subject control is essential to a diverse learning environment. It shows a variety of views and ideas on the subject being discussed. As an instructor, I would like to improve on my question requires an answer communication skill. I work with adults and assume that they can figure out what I'm looking for and it is only when they look at me like I've lost my mind that I realize that they have no idea what I'm asking them.
Thanks Mark, to your point, the days of just reading from a book and even just listening to a lecture in the career education environment are few and far between. It tasks us as instructors to be innovative in the various teaching methods we use.
Jay Hollowell
ED016 Facilitator
Hi Lois! Thanks so much for your observation and for the quote. One of my favorite quotes is
"Hearing is a function, listening is a skill."
Jay
ED106 Facilitator
To refine my Communication skills I need to slow down and practice using better diction
Explaining clearly, ask for feedback and listen. I always remember a quote (old quote) given to me by a former manager
"Speak to be understood and listen to understand"
The one area that I haven't thought about is that at times I use articles like a paperclip in my hand while talking. You have it listed as "fidgets" I will be aware of this and not use props that can detract the students.
I have found mysalf talking to fast at times and when I do see I am talking to fast I will stop and take a drink of water and reviey what I had just talked about and slow down so everyone can keep up with my teaching.
I think that both verbal and visual work very well with the way people learn in todays moder learning environment. The days of students reading from a book are gone in my opinion.
Thanks, Eva! By observing students, a teacher, as you reference, can usually tell when a student has an "aha" moment - thren capitalize on it to really enhance the learning experience.
Jay
ED106 Facilitator
