I have seen some instrutors make the work too complicated for the students. The couse content might be up to your standards but we have to simplify the work so the students can understand the work.
I feel a common mistake may be teaching only what interests them.
Hi Arlene and Agelia,
I have struggled with this issue with every class I have taught. I am a fairly new instructor (1 year), and I am still teaching brand new classes that have never been taught in my program. This presents a challenge for me, because I feel I need to come to class prepared to answer any questions the students may have after reading the material. If I don't take the time to read the entire content in the textbook, I do not feel I will be prepared enough to answer their questions. However, with each time I teach a class, I tend to let go of the extra material in the textbook that is not covered in the syllabus.
Great posts! Jodi
I agree, especially if there is a standard syllabus already available. Between this and the textbook, it is easy to end up with something that doesn't match your teaching style. Experience with the course from prior semesters definitely helps you get a feel for what to focus on and what to skip, but the first time in a new class can be an uphill climb.
As a new instructor, this was a mistake I made during my first few weeks of teaching. I could not fit all the material and activities into my limited class time. I found that I had to instruct only on the objective material and then and extra if time permitted. A valuable lesson.
Time management. Sometimes I misread the class and believe they are understanding the new content that has been presented; when in reality they have not. I then move on to additional material or finish the subject presented early. Now, I find myself asking more engaging questions to gain a greater awarness of the class' understanding regarding the presented topic.
I believe from my own experience that assuming a level of understanding from your student will lead to mistakes in selecting the course content. It is sometimes difficult to put yourself on the level of the student. The selection of the material should be geared for the student and not the teacher.
For myself it has been thinking they should already know this particular content just because I do. I have to remember that just because I have been in this field for 23 years they haven't and I have to back up to the basics and start at the beginning not the middle.
When I first started teaching (3 years ago) my content was above and beyond my students. I had not only to scale it back a little but show that it was relevent.
The first part of my error was my own. I did not have a good conception of a career college student.
The second part made the most sense. Once I showed that the material I was presenting was relevent my students interest level rose considerably.
One big mistake is that the instructor has way too much work and not enough time to teach it. A few classes in I think some students might give up to quickly because they think it will be impossible to learn everything in such a short amount of time.
Based on the institute that I teach at, I find that the most challenging aspect of selecting course content is not getting too advanced for the students. On a regular basis I have to review the previous and next courses my students have or will attend so I am not presenting materials they have already covered or that might be too advanced for them. If I present topics they just covered in a previous course then I lose them to boredom. If I present material beyond their current learning state then I loose them in confusion.
Trying to get all the information covered during the 4 or 5 hour once a week class. Our college issues Corporate syllubus for each course. Instructors then prepare their class prospectus from that. The first term I taught, I was struggling, but found if I focused on the class objectives each week, I was more successful.
Hi Kathy:
I have found experienced teachers want to add continuously add to the content. This can potentially lead to content overload.
Changes, additions, and new content can and should be added but it needs to be balanced factors such as time, duplication, and failure to engage the student.
The more involved the student is in their lerarning will result in better content retention and learning. Presumably, this will make for a better prepared worker.
Regards, Barry
In my experience, selecting course content is perpetually fluid. Re-examining the objectives of the course and best practices can eventually reduce mistakes in selecting less effective or copious amounts of textbook materials. Basically, mistakes are made when course content is not applicable to the experience base that we want our students to ultimately gain and we just give them busy work that does not have appropriate value for their effort.
As mentioned in the course, Instructors may make the mistake of making the course content too complicated, and not allow enough time for the students to complete the assignments. It is good to challenge the students, but if the material is too complex, or overwhelming, they may become frustrated and discouraged. This would result in the students not learning from the lesson.
On the other hand, if the material is too simple, students may finish the assignment early and have too much idle time. If additional tasks are not assigned to fill this idle time, the students may start to indulge in nonproductive activities.
Instructors need to make adjustments to class assignments to accommodate the abilities for their students in each class.
The content may not be directly related to the true course content.
some mistakes that i have made:
making the blocks of information too long (more than one hour). need to give the mind a break after 35-40 minutes.
taking too long to get to the relevant information or demonstration.
rushing though information and not checking on student's understanding of material.
i now take notes on my own lectures and try to identify problems in the moment.
Not knowing what the skill level and knowledge level of your student. Also not having a back up plan for the class. Life happens and it will happen in the classroom as well. You need to be ready.
Bryant Neal
Some common mistakes that I see in this school that instructors make, including myself, is either too much work or not enough work for the allotted time.It can be a double edge sword when dealing with students in a hands on curriculum. I have found myself being on both sides of the problem. I tend to expect less from the students and have a back up plan if there is too much time left in class. The back up plan being an in class assignment over the material we just did in class.
not reviewing the books, sometime edition changes, and the chapters are different
