All comunication is important. It is important for Students to understand what I am trying to communicate as well as for me to understand that I have reached them. I've developed decent skills for getting the point across. I'd like to better understand (much sooner than I do) when a student just doesn't get it.
Communication not necessarily is speaking the language, but the way you convey the message in a way that students understand and stay with you throughout the lecture, as far as math goes you start with the definition, the theory, and provide examples from easier to a more difficult.
Hi Cheryl! You sound as if you are passionate about teaching! You're on target about making clear and concise points when communicating; it sets the foundation for critical thought once the basic communication parameters are to the point and in place.
Thanks for your input,
Jay
ED106
I think that speaking clearly and making clear concise points are most important. When teaching in classes where students are diverse each student may pick out their own points and miss the points you want them to have or get from the lecture or class activity. You want to be sure that you have been specific, given them the information, as well as, pointing out the significant sections so that they are sure to study and follow up with the correct information.
For me, I love my subject and I get excited when I talk or in leading a class dicussion. I try to work on pacing and keep my speech slow, so, that I don't start to talk too fast and the class misses what I have said.
Cheryl
The most important communication skill is listening. Over the years students will come and go. If I do not listen to them individually, I can not teach each individual.
I would like to work on my pacing. I feel that I have some difficulty keeping my advanced learners with me when I move slowly and my struggling learners with me when I move quickly.
It has been my experience, there is no one preferred learning style that works for all students or even for any one particular ethnic or cultural group. Not all students from any particular group learn in the same way. In fact, different measurement methods assess different dimensions of learning styles that address such factors as instructional practices, information processing, social-interaction tendencies, and the influence of personality. Instructors need to be aware of cultural differences that influence learning. Cognitive, learning, and motivational styles of many students may be different from those most often expected by instructors. Individuals tend to fall into distinct categories related to the manner in which they prefer to learn and, to a large degree, these preferences are culturally identified.
Speaking;aids in affective delivery of the curriculum.
Speaking; I want to be very affective as an instructor.
In my first response to the first part of this question I sited ED105's section on different teaching types and hence varying teaching methodologies are important to utilize in a diverse learning environment.
In answer to the second question, "...communication skills would you personally wish to improve?" My response is to develop more engaging ways to teach necessary aspects of software programs when teaching more introductory courses in visual communication. When teaching junior and senior portfolio courses I intend to improve on "in class exercises" beyond those I already created and implemented as check's and balances to grade students in on going portfolio development given the fact students are cross disciplines working toward different portfolio content and visual forms with different production schedules while meeting master course outline deadlines.
After participating in ED105 learning about some specific types of instructors has helped me redefine and refine my communication skills through those models. Depending on the course level, the kind of project and phase of development students are engaged their mix of experience, skills and creativity informs how I apply those instructor types to communicate in the classroom given the fact I am a mixture of several of those types. For example, I like students to learn by doing [the learn by doing instructor] but I need the handouts and prep work of a structure to inform this kind of 'experience'. The Zen-style instruction works when students are learning conceptual perception skills. The socratic instruction works when I want to change the pace of a lesson or project development phase from research to application of material by leading students through inquiry to reach unique solutions.
Hi Anne! Thanks so much for your comments and for sharing some of your techniques for the classroom. Mutual respect with our adult learners certainly serves as a platform for motivation and real learning. I often have asked my students about therir expectations of me and of the course just as I am clear as to my expectations of them.
You're right - repetition is a fundamental teaching technique to the learning process, particularly if you capture repeated material a bit differently each time.
Sometimes, I have asked students (without putting them on the spot)to paraphrase what we have been presenting or discussing; often, I have set up "press panels" of students who are the "experts" and who have the tasks of coming up with tough questions about the subject at hand, this keeps the classroom engaging as well.
Looking forward to your additional comments or questions in the forums,
Jay Hollowell
ED106 Facilitator
I usually start each new 11-week class session by making certain that I smile a great deal and mean it. I am a 'people person,' and I love my students, whether they are accelerated learners or students who require alot of tutorial assistance. The first thing that I tell them is that each of them can expect nothing less than respect from me for their learning efforts, and patience with each and every one of their levels of learning. I share success stories with them of students who came into my classroom terrified of the design process and gradually became more and more confident and competent. I frequently walk around the classroom when I talk, because that makes all students feel well-included. In answer to the question of what communication skills are most important to a diverse learning environment, I would say REINFORCE THROUGH REPETITION, BUT KEEP THE INFORMATION INTERESTING AND FRESH IN ORDER TO NOT LOSE THEIR ATTENTION. Every 15 minutes or so ask "are there any questions at this point, or is there anything that needs clarification.
The communication skills I would wish to improve are to keep to the topic at hand, as stated in my course outline, and not to digress onto other topics. Digression is sometimes confusing to students, although it can be entertaining. I personally enjoy lecturing and try to change my lectures sufficiently each quarter so as not to sound 'canned' and redundant. When I'm excited, they're excited.
You're right, effective listening is a practiced skill requiring us to focus intently on the message, show genuine interest, and be aware of our own perceptions and feelings.
Thanks again for your comments, Willie.
Jay
ED106
Hi Willie! Thanks for your comments! It sure is a balance between verbal and nonverbal. On the other side of the coin, I try as well to constantly observe the nonverbal communication coming from my students. It speaks volumes as to their understanding, interest and even learning styles.
Hope you are enjoying the course!
Jay Hollowell
ED106 Facilitator
During my class I found that actively listening to my students questions. The student realize that I prize their participation during the class.
I would like to improve my listening skills more. If you listen without interrupting, it will enable you to answer the question correctly.
From a teaching prospective the most important communication skills are verbal and non verbal skills. You have to present the subject in clear and concise speech with clarity for your students. We use non verbal communication such as eye contact and gestures to supplement the learning process.
As an instructor I am constantly striving to improve my verbal and nonverbal skills. I am striving to be a better communicator to enhance the effectiveness of my presentations to the students.
Thanks Debra!
A good sense of humor is certainly a tremendous asset in relaxing the classroom a bit. I have often told a funny and appropriate story where I may have "goofed," so to speak, in the workplace in regard to the lesson or classroom topics at hand.
Do you find that using lighthearted examples and stories helps students assimilate material?
Jay
ED106 Facilitator
Hi Debra!
Thanks for your participation in this forum and for your comments. You're certainly on target about identifying students who are not understanding the material; many adult learners just simply will not let you know when ther are lost; they may even feel embarrassed, but their body language, assessed from our careful observation in the classroom, will often clue us in. And body language is most likely the major component of communication! I've often called it "pulse and pace," a favorite expression...keeping a pulse on the learning environment by observing students, their interactions and probable learning styles, then pacing my presentations and activities accordingly.
Jay Hollowell
ED106 Facilitator
The communication skills I believe are most valuable are: good eye contact, facial expressions, movement in the classroom. This allows for the student and the instructor to interact and become comfortable with each other. I also think having a sense of humor helps to relax the students to let there guards down and become more active participates in the instructional material.
Debra Holden
The communication skills I would like to work on is to quickly identify those students that are not understanding the material, to allow them time to ask questions and get an understanding.
Debra Holden
Hi Margie!
Thanks for your comments and question! Yes, talking a bit slower when nervous is an excellent idea, plus consulting other resources. Additionally, I have found these things have helped in the communication process:
-As you mentioned, getting to know the students better professionally; with that, clarify what your expectations of them are and ask about their expectations of you; it creates a sort of partnership
-Maintain strong eye contact with students when presenting; it helps you identify the pulse of the class; I call it "pulse and pace." Plus, by quietly observing student body language (looks of interest, frustration, excitement), you can get a feel for how fast or slow to go, or change altogether
-Change the stimulus in your presentation often; for example, insert a story or example, point to a workplace scenario, include a mini-activity, or ask a question; this helps to vary the pace and can create additional interest
-Stop and have students, in their own words, paraphrase the topic or application you have introduced (without putting anyone on the spot)
-You mnetioned preparation; make sure that when you are planning a lesson that you take into consideration experiences the students bring to the classroom or lab, and have an idea of your instructional delivery and teaching method before implementing in class
-Know that flexibility in any presentation is very important - even if it strays a bit to further clarify a question or meet a need of a student
Hope these help and thanks again for your obvious passion for teaching!
Jay Hollowell
ED106 Facilitator
