Nancy,
Sometimes it's hard to read what may seem like criticism or unfair comments from students, yet if a teacher can get beyond isolated comments, there's probably some kernel of truth which gives an indication of something that could be improved on. Of course if the whole class is saying the same thing, that ought to be a big red flag and immediate attention is needed.
Barry Westling
I feel that if understand myself and how i learn then i will be able to help my students in the same or better manner
At the end of every five week course the students complete a survey which gives me a better understanding of my strengths and weaknesses. I have taught for over 28 years and through student surveys have altered my teaching styles and the way I have related to students. I am constantly learning from peer reviews as well as student's reviews.
Patricia,
Nice sentiment. I, too feel that if I don't try to continuously improve, stay abreast of changes, embrace the challenges teaching requires, and be optimistic about my role as educator, I will sink into an (undesirable) world of apathy and boredom, neither of which lends itself to lively, exciting and enjoyable classes for my students.
Barry Westling
I have come back to this question frequently over the years - I feel that self assessment is so important where I am privileged to try and help others achieve. I hope that if/when I ever get to the point of instructing to satisfy just MY emotional needs, I will recognize the time to retire from the field.
Linda,
Humility is an interesting attribute. One might think of it as a weakness, but to students and others, humility expressed in the classroom is among the higher rated marks that students give their teachers (when it's present). Rather than a weakness, it shows strength in being willing to recognize mistakes are made, and taking responsibility for them too. It personalizes and keeps our ego's in check. People (students) will always respond to that characteristic with respect and trust.
Barry Westling
Jana,
Good self analysis. Good teachers have to be aware of their weaker areas, and be willing to work torwards improvement, even if that takes a number of years - or a career (it's the journey, not the destination). Stretching towards improvement takes courage and humility. But given the opportunity, a better individual, and more effective teacher will emerge.
Barry Westling
When I first started teaching I felt that getting the information to the students was my primary goal. While that is important I soon discovered how I was going to do that was the bigger question. I was excited about what I was doing-was that coming across to my students? If I make a mistake I'm not afraid to admit it and in the classroom I've used this as an opportunity for open discussion. The one area I'm working on is getting the quiet student to become more involved. I've come up with group activities where the groups are 3-6 students and everyone must participate. It seems to be working.
Being an analytical person, this comes somewhat naturally to me. It can be painful as well. I have taken many personality tests and I am introverted and with another, the amount of red I had was not the best....And they are right in many ways..I have to work on those weaknesses and call on my strengths. Without self analysis, how would I know if I am portraying professionalism, role modeling the qualities I know everyone in our profession needs. I have to frequently check in to see if I am making progress in developing strengths in the weak areas.
Jason,
Nice sentiments. For me., I have to recognize that there are areas that I will always need to improve on , but I lean on areas I know our my strengths. For all of us, we have to accept we are who we are. But having a recognition of, and a willingness to make an effort towards continuous quality improvement will produce the "better tyeacher" in all of us.
Barry Westling
If I understand what I'm actually needing to do (help student's succeed in learning) that end definition can help me formulate plans to meet my ultimate goal. I think our first step to success always starts with a firm understanding of what we are actually trying to accomplish.
Talita,
Nice sentiments. We are stronger and more confident when we demonstrate our strengths in our delivery in the classroom, while internally embracing areas that are weaker and we know need improvement. By recognizing weaker areas, we're able to challenge ourselves into improvement, not afriad to expose ourselves. In short, being real does help relate to students, and when students observe an authentic version of their teacher, they'll be more likely to respond with their attention, respect, and appreciation of our efforts.
Barry Westling
If you don't know whom you are, how can you really assist any other individuals. First all of us have weakness so get over yourself. This also can be useful to prove you are a human being and remember you have taken the same paths on this journey we call education. What a good way to motivate your students. Be the educator that you would love to teach you. Concentrate on your courses and focus on what is require of you to become one of the best instructors of your students lives.
Mark,
As teachers, we all have various abilities and stronger traits that make us useful to our employers and students. Naturally, personality will always be a factor. What we all have is the capabilty to be approachable, prepared, and willing to put in the time, effort and planning required for effective instrution. Also a willingness to be open to continued improvement will target weaker areas that we want to see strengthened.
Barry Westling
By understanding myself as an instructional leader I am able to continue to improve my delivery with confidence and conviction. This is my first year back in the classroom and I am comfortable being animated and talking, however by knowing myself and my strengths and weaknesses I am able to evaluate myself and know that to be a better leader I can improve on slowing down my delivery and BE the expert and give the students value for their time in my class.
Eduard,
Career school education is different from other educational settings, not better or worse, just different. If you have experienced career school teachers sharing what they know, what works better, sort of showing the ropes, I think that's terric. A good teacher is always open and willing to learn new things, ways, methods, and receive input from others leading to personal self improvement.
Barry Westling
Rockford,
Great fooder for getting teachers to diminish their influence on students independent thinking. In career courses there is theory that must be mastered. But increasingly, students (and graduates) are being held to a standard with crical thinkings expectations. To facilitate effective independent thought, we got's-ta get outta da way".
Barry Westling
I've been in teaching profession more than 25 years. Most of my experience come from 4-year colleges and high schools. The college I work with now is a vocational one. We deal with students who paid for obtaining a new profession. To me that means that some of my experience is not going to work. I started my first day attending classes where my colleagues teach to learn the differences in methods and possible teaching approaches to make my own efforts more effectictive
Having an understanding of yourself as an instructional leader allows you to critically reflect on your teaching practice to continually improve your efforts as a teacher, a life-long learner, and as an integral part of the institution in which you work.
Adult learning author and seminal teacher education theorist, Brookfield, (1995) offers a “good practice audit†as a means for teachers to perpetually self reflect and to solve specific instructions dilemmas through self-exploration. While academic literature is a vital and necessary resource for exploring dilemmas, Brookfield asserts that instructors too often exclude their own experience as a viable resource. A good practice audit attempts to offer teachers a means to examine their experiences in solving dilemmas, which will build a teacher’s ability to work and grow in their educational environment. He advises journaling (or at least thinking) about the following regularly to improve practice and in specific difficult dilemmas:
Worst Experience as a Learner
Worst Experience as a Colleague
Worst Experience as a Teacher
Best Experience as Learner
Best Experience as a Colleague
Best Experience as a Teacher
Practice to Meet the Critical Dilemma
Environmental Supports
Challenges
Final Reflections and Continued Questions
This good practice audit is a way to use experience to improve our teaching skills. With rich and thick descriptions of experience, this contemplation produces themes that bring tangible tools to facilitate practice and to continue exploration, which will ultimately help our students grown in content knowledge and in life-long learning.
- Dr. Rockford Sansom
References
Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Donte,
Good. I think a teacher can work on weaker areas as sort of a "work in progress" during class sessions. Depending on the weakness, practice in improving in small doses creates the trial and error opportunity in class. Sometimes what is perceived as "a weakness" is magnified in the teachers mind, and by simple intoduction a little at a time, the teacher will find that improvement is possible. Thus, a weakness becomes a strength, and growth will have occured.
Barry Westling
