Wendy,
Sometimes allowing students to have some control over their course work can be a great exercise and craete a sense of ownership. When done, it needs to be aligned with instructor and institutional standards. True, it takes time. I would say that lost time can potentially be made up by student-directed lessons (students leading the class), then the instructor filling in missed or essential facts.
Barry Westling
Something like this is pretty easy for the hard skills, but a lot of my classes are in the social sciences as well. It's a lot more ambiguous there. I had one colleague who let the class have a say in the makeup of the final version of the syllabus. That has a lot of validity, but can be a time-waster as well, especially if there isn't enough of it to teach the class already.
carla,
Yor're right, motivated students are far from the majority at times. I think one key is the WIIFM principle (what's in it for me). When students can value the opportunity to learn, appreciate what their instructor can provide, and are diligent to do their assigned work, it sure makes educating them a much better. And when students see that their ewducation is going to provide a better job, career, and future, they're likely to buckle down and do their assignments.
Barry Westling
I agree. The problem comes in when you have those students who want you to tell them what they need to learn and not put any effort into learning. Several of our students are doing poorly because they won't read the chapters assigned and they expect to pass the class without having to do any work. Very frustrating.
Wendy,
Great way to integrate course content into daily, practical application. This is a good way to reinforce activities students will use in there daily choes as graduates in the work setting.
Barry Westling
One of the things I do, especially when teaching computer apps is to ask the students if they can think of ways the techniques I just taught them can help them in their daily lives. Happily, most of the time I get nods.
Stan,
Right. When we focus on students, we are saying in effect "your education is more important than my curricular plans". We need to be flexible and adaptive to individual student needs
Barry Westling
It is important to be student-centered as an instructor because the students are the focal point for presenting any topic.
If you do this, students will have a greater appreciation for you and what you bring to the table regarding their courses of study.
Judith,
That "real-life" component is invaluable. I think when students can take what they already know and couple that with new information that pertains to their work setting, they're likely to retain it, use it, apply it, and create successful career choices because of it.
Barry Westling
In the career college environment, my guiding purpose in teaching is to help the students achieve their career goals by learning the new concepts in a course I am teaching, plus learning how to apply those concepts to problems and real-life situations.
The timeframe for courses at my college is rather short. This means you only have time for the essential information -- keep things simple -- and some practice with applying the information. The best way that I have found for students to be successful in this fast-paced environment, is for the instructor to teach the new material in a way that is easily learned and applied by the majority of students.
And if the students are successful by learning the materials and passing the course -- then, you, the instructor have been successful.
Anita,
Great way to express some of the aspects and behavior of a good student centered instructor.
Barry Westling
One of the key words in our mission statement is "student-centered". This is one of the agreements we make to our students in exchange for the students committment (time, cost, sacrifice, hard work). For students to be successful they must see value in our classes.
Being a student centered instructor means that we place the individual student's needs first (not ours). Evev if we work hard on a lesson plan and method of delivery we must be willing to be flexible and customize plans to individual student's needs. For example, have a back up plan if first does not work, create more or different explanations to reinforse learning. On a more personal level, greet each student as they arrive, be excited about information. On a daily basis I ask myself: Am I addressing each student's nedds and meeting learning objectives?
April,
Perfect sentiment that very nicely captures the principle!
Barry Westling
We need to be aware of what work and what doesn't work when teaching our students. If I gave the correct information out but the students didn't grasp the idea then they are not learning. I need to figure out how to reach them, not them reach me. If I am student centered I am focusing on how to better teach to them therefore their experience and knowledge when leaving will be better.
Robbi,
Yeah, it's been said (rhetorically) that "instruction has not occurred if the students have not learned". Perhaps not literally true, but your sentiment and meaning is accurate.
Barry Westling
Once you recognize that their learning is the main objective, you will be much more successful. Instructors who are only concerned with delivering cirriclum are not beneficial to the students. They are there to learn and if we remind ourselves of that every day and cater to that, then not only will we be successful but them as well.
Eric,
Nice sentiments. It true too, we are not employed to fill a job, we are there to instruct, faciltate learning, and do all we can to assist student achieve all the expectations we have for them to be successful workers, making a better life for themselves and their loved ones.
Barry Westling
It is important to remember that we are there for our students, not the other way around. Our first priority should always be to our students, above all else. Being new to education, I try every day to remind myself that I need to always do right by my students, and that I hold all of their futures in my hands.
We need to reach out and make a connection with our students, and not forget why we chose this profession in the first place.
Richard,
I think when students feel their instruction is modified or personalized toi meet their specific needs, they'll be very receptive and will likely achieve better student learning outcomes.
Barry Westling
Student retention, higher learning skills, better comprehention
