Mistake number 1. Not allowing time for questions/comments by the students. 2. Not allowing enough time for review. 3. Failure to teach to the average student.
Mike,
It's said the definition of experience is someone with a history of mistakes behind them. I think creative teachers are always on the the lookout for something new and interesting, which usually involves a bit of trial and error. This is what contributes to growth and improvement. Sometimes we have to make mistakes in order to find what is appropriate. To always stay with what is safe may become staid and stale. Noone wants to make mistakes, yet in making them, they can be a learning expeience in themselves.
Barry Westling
TO many assignments for filling in time was my mistake.
Margaret,
I learned quite a while back that if students didn't see or understand how they could use the informatyion, or how it would apply to them in the workplace, they would lose interest. This makes general education classes particularly difficult. So even in these GE classes, I try to have applications to my profession whenever the use of examples comes up and it's pertinent to the GE content.
Barry Westling
I have been teaching for the past 11 years and I have learned, if you employ many of the teaching styles, you can select, Present and deliver the material in a most efficent manner.
Margaret Clarke
Donte,
I always try to remember the "what's in it for me" principle in order to keep interest. If that thought is continuously reinforced, students will pay attention. My mistake early on was assuming what I thought was important was paramont and became frustrated when students didn't embrace my presentations with the same gusto and enthusiasm I displayed.
Barry Westling
Instructors at times can over complicate the material by providing the information prior to the class having the requisite knowledge to apply the information. Also instructors may provide too much information during their lectures which can lead to students losing interest in the material.
Juan,
A mistake some teachers make (I made it early on too) is trying to teach material that I am not completely and thoroughly familar with. Boy, it can show and students are quick to pick up on it. Early on, I made a promise to myself if I was unsurte, I would state that, and add "I'll get the right information". Then, I commit to following through. Nothing worng with saying "I goofed up". Students will excuse humility, but not tolerate excuses or trying to mask misinformation.
Barry Westling
Hi Barry,
That is a great plan to follow - "making sure what absolutely needs to be covered first,". Establishing the plan to cover "what absolutely needs to be covered" and following the plan is a good way to assure the material is presented.
We should alway try to allow some time to cover the other less essential material.
You have a very good plan to make sure the students get the critical material.
Juan.
Juan,
Great! Also, making sure what absolutely needs to be covered first, then spending time on other less essential material will help assure students at least least get the critical material.
Barry Westling
The most common mistake is selecting too much material to present in each lesson. Sometimes the material for one class is too much or too little for another class. I have tried to eliminate the over or under alloted material by breaking each lesson into small segments. This give me the ability to as much of the material as the class/students circumstances allow.
Michael,
Good teaching (and teachers) come from our past education and training, but also a bit of trial and error, creative thinking, planning, effort, and concern for how best to convey needed information to students. Striving to improve is another trait that will help assure improvement over time!
Barry Westling
I am pretty new also, and I have a found it is very difficult to get things just right. I either try to cram too much into the time allowed, or I find myself struggling to fill time. There were some very good suggestions in this module on how to fill the given time. I will incorporate them into my next class and see if it helps.
It seems that I might be better off planning light, but having a good Plan B to if things conclude sooner than expected.
Edward,
Early on, I found timing my presentation to the alotted time resulted in rushed "talking" (not teaching) at the end of class to get through all I had planned. I learned to seamless flow through my lessons allowing enough time for questions, discussions, etc. Then, if theres time, I can do other important but non-essential topics as time allows.
Barry Westling
Edward,
Being sensitive to individual student needs is great. Some teachers feel reluctant (insenitive) to alter their game plan. That's unfortunate. Although some things have to be done a certain way or certain time, really, there is always room for some variety and flexibility if desired by the teacher.
Barry Westling
One of the biggest mistakes I have seen is attempting to cover too much material to quickly for the class to absorbe or not having enough material to cover when the class learns faster than expected. I try to have material ready for a week in advance so that I have material ready as necessary.
My classes are spread out over 4 days but I also have many students who work, have a family and attend school. I attempt to cover as much new material as I can early in the week, later in the week we do practice problems etc to reinforce what has been presented. I assign reading assignments and a light amount of written homework for the week end when they have more time. We also discuss what their backlog is so that I don't assign a large amount of work when they all have an inordinately heavy work load.
Michelle,
I agree. The temptation to spend more time on our "favorite subjects" more than what students need is probably a common occurence. I find I try to make all topics as interesting as possible, regardless if they're my favorites or not. Smoothly flowing seamlessly from topic to topic is what I hope my students experience.
Barry Westling
Selecting either too much material or selecting what the instructor prefers to teach. I am not a fan of statistical data but sometimes I have students that remember better when I include it. It is not my needs I need to address it is my students.
Terri,
Balance and perspective are key adjectives when discussing past mistakes. We do learn from mistakes, but minimizing them and learning from the past are good teachers. Staying close to the course objectives and student learning activities is the best place to start and rely on for whatever activity we are involved with. Afterall, this is what the students will be tested on. And hopefully, these define what the course is about, what is to be taught, practed and mastered, and what the student will be able to do at course completion.
Barry Westling
