Jean Mahlum

Discussion Comment

I am intrigued by the forms of evaluations and find it interesting how they weave a thread through and with each other. I am finding that over the years of teaching, I have been using these evals and haven't even realized it! Now that I know the proper names and differences, I can more effectively prepare for class.

Jean Mahlum

Discussion Comment

Group activities

I use group activities A LOT. I find that the most learning is done while they are questioning each other, and they don't realize how much team building is being done. It is powerful, and continues to "gel" throughout the quarter. I love it!

Jean Mahlum

Discussion Comment

Introducing a new subject

This is a place where I sometimes get stuck for a bit; usually, not that long, but I recognize the need to "think on my feet." Sometimes I will introduce a new subject, but bring back the one I was lecturing on in a subtle way but try to create teachable moments. Sometimes, in fact a lot of the time, it does work, and works itself out. The students will reflect and connect the dots, and it's such an amazing feeling!

Jean Mahlum

Discussion Comment

Recognizing the learning style of students

I'm not certain, but from all my years of experience in teaching, I believe the fact that I am left-handed, or right-brained, has been a plus in perceiving the different learning styles of students early in the term. It has been and continues to be the coolest part of my work. It allows me to think "on my feet" and modify my teaching style so I can stress the same points in different ways, and then ask for feedback. It is the most exciting part of teaching in my opinion!

Jean Mahlum

Discussion Comment

OTA college students

I returned to college in my mid-forties for a degree in business, and believe I got much more out of the college experience the second time. Thus, I feel comfortable with the different ages of students; or different generations. I realize the value of their learning styles and how very much they differ; there definitely is a difference in the definition of "patience" in the generations--my challenge--one I enjoy is working to comingle my teaching style to be effective to the different generations.

Jean Mahlum

Discussion Comment

Mnemonic devices

I have a sibling who is a physician, and she has taught me a great deal about the importance of mnemonics in teaching. I have also worked with the students a great deal in developing acronyms that make sense to them and work with their learning style to help them be successful. I am a true believer in memorization with mnemonics and acronyms.

Jean Mahlum

Discussion Comment

Student focus

I am intensely interested in this topic. I have tried in all the years I have taught to make absolutely certain--inasmuch as I can--that the students know they are the reason I am there, and how privileged I am to be in the classroom with them. They offer me more than I can ever teach them, and I learn so much from them that I look forward to what they offer each and every class period.

Jean Mahlum

Discussion Comment

Student/Personalities

This course has been very helpful in reinforcing the fact that it is so important to be respectful and courteous and acknowledge the differences in the personalities of the students and applaud their successes by encouraging their individual and group participation during classtime. I have been committed to drawing out those who appear as though they would like to contribute, but need to know that the support for them to do so is there by the empathy shared, or the connectivity felt at the first class session. I have been encouraged by the results I have seen by gently and… >>>

Jean Mahlum

Discussion Comment

Learning Environment Effect

I find that I have gotten into a rut in the environment I create for the students to learn. Even though they may not know or feel it, I have felt it. Taking this course has definitely challenged me to make certain I refocus (I like the term) each class session. Thank you very much!

Jean Mahlum

Discussion Comment

Identifying course content delivery by learning about your students

I find that I modify delivery of course content continuously throughout the term, whether it be quarter or semester, as I identify and empathize with student's respective learning styles and personalities. In some classes, breakout groups work best (brainstorming), followed by lectures, or vice versa. My passion is a result of my ongoing learning from the students as to how to best "deliver." It is my most effective tool.