pete mata

Reply to Lisa Herrera's post: Lisa I'm with you on this one. But this is also a skill that must be mastered by the instructor. Coaching and course correcting can be a challenge. We as educators do not want to come across bullies. Choosing our words, tone of voice and body language are all part of a proper coaching and course correcting.

With the adult learner the class/lab must be organized and ready to go when they walk in. I oppose to have the students prepare the class/ lab in order to complete their assignments. A well structured course with a calendar/agend with help a learner better time manage and improve scores in the classroom.

Reply to Laurene Medina's post: Laurene I agree with you. Paraphrasing and summarizing shows empathy in the conversation. It gives a form of "I'm interested in what you are telling me feel" and want to assist the learner in the challenge or concern they may have. Must also make time to hear the learner out without felling rushed.

The objective is to deliver a skill and give meaning/value to the material they are learning. Not feel they are just income to the school. I can see how this must be of high priority in a school for profit.

What I've learned in my adult learners is they are easily distracted from the outside challenges they face, that is keeping them from a complete focus in the class. They also have a difficult time in the learning due to being out of school for such a long time they don't remeber how to study, take notes and so on. They become frustrated and want to give up and eventually drop out.

In the past I've had trouble remembering names. After the class introduction, on day one, I give assigned seating in alphabetical order. I can take roll easier by the missing seats and can learn names much faster. Day one is also SOP day. Which is Standard Operating Procedures where deadlines, expectations, rules and regulations are explained.

When I encounter a disruptive student I will as a question on our study subject, not to belittle or humiliate, but attempt to have the learner engage and show they are a valuable contributor to the learning. Just trying to reel them in before any discipiline measures need to be taken.

We've recently have gone to on-line learning. Included is to contribute to a discussion question due weekly. I think I will set some time aside to discuss the question the day after the due date to course correct and clear up and questions or concerns a learner might have on the subject.

I see the benefits of Google Docs Prizi and others. Especially if the learner can review the lesson at their best time of the day and in their comfort/learning zone.

But I've had cases where the internet has gone down on campus and I've had a back up on disc (yes was some time ago) and was able to continue with the class. I have to agree with Mr. Conner III you should still have a back up locally.

I've had challenging students that with simply walking over to them and just standing by them while giving a lesson is enough to bring them back in to the lesson. The next step would be to ask their view on the concept or lesson ask to give value to their contribution. With a more drastic approach I will ask the learner to see me after class. This usually has the learner self evaluating his position in the class and will self correct. But a coaching after class along with the prior mentioned, works with a higher disruptive non compliant student.