Developing as a competent instructor.
Stepping into a classroom environment after 19 years in the field doing everything from computer repair to high voltage towers, it was a culture shock. Anyone that has spent any time in an occupation has been an instructor at one time or another. The format for OJT is definitely easier for me to be effective in. After a year in the classroom I have noticed that my normal sarcastic attitude does not go over quite as well as at a job site. The first key, I have learned, to developing into an effective instructor is management of the classroom. Many students try to take control of the room, as well as, not give the course their undivided attention. While we are all adults, many students still have yet to develop the professional attitude in dealing with differing groups. Once the classroom is effectively lead, the rest just seems to fall into place.
I agree with the management role of an instructor. Many students although adults have a need to take control over the classroom, or at least create a "clique", that they will utilize over the course, and I believe as an effective instructor it pays to manage students like this and reinforce student conduct, and course objectives as to steer the student back to the reason why they have signed up for their program in the first place.
Lawrence,
Perhaps you are giving me good advice here when you say “while we are all adults, many students still have yet to develop the professional attitude in dealing with differing groups.†I am struggling with managing the classroom – just how much do I want to manage? I want to treat my students as adults, so I do not monitor their computer usage, for example. (Every seat in my classroom has a computer terminal.) Some students take notes on the computer, so I hate to lock them out. As a result, many students multi-task, playing on Facebook, playing games while I am lecturing, or working on other assignments. Some tend to hold side conversations (which I am more likely to stop, as this disrupts the learning process of others). For the most part, it does not bother me, so I allow it. I ask myself, if they are adults, paying to be here, who know what they need to do, is it my right to micro-manage them? Of course, the school says “yes,†but I am still having a hard time believing this. Perhaps it is because I’ve taken classes and been micro-managed, and I did not appreciate it.
What’s more, if I do “buy-in†to this theory, how do I go about making the change in the classroom? My students sit with me for four quarters, with some students leaving and some students being added each quarter. How do I go about changing the culture to enforce these rules?
I guess I’m desperate for advice. Any thoughts would be appreciated.
Lawrence,
Thank you for the insight you have shared with us in making the transition from the field to the classroom. There are adjustments that need to be made just as you have indicated. Sounds like you have adjusted well and have found an effective instructional style.
Gary
Dr. Gary Meers
