As someone who has yet to teach my first didactic class, this is very good to know. As a student in the past, I have often felt like the instructor didn't care enough to alter their instructional style to fit the setting.
On that note, how often should a question posed to the students be inserted into a lecture? This technique always seems to be met with the sound of crickets. And is calling on students by name effective or seen as a punishment?
Since I teach evening courses I feel it is extremely important to keep the subject matter interesting and exciting in order to keep the students alive and awake. Many of them work full-time jobs during the day and then come to class in order to gain knowledge in another field to gain better employment. The last thing they want to do is sit in a classroom and listen to an instructor that is boring and whose subject matter is not interesting. I try to bring in examples of my own experiences in my profession along with stories of things that has happened at work since I still work full-time in the profession that I teach. By doing this I think it helps keep the students attention and want to learn more about the subject matter I am teaching them. I also do not read the material to them from the course books. They are adults and are perfectly capable in reading the material on their own. I highlight the material that is important and instruct from those points.
Kathleen,
I like this approach because they get a number of different ways of acquiring the content with this method. By the time you get to the content the students know what they need to know and can see the application and relevancy of the material.
Gary
James,
Good plan. I think you are going to have great results with this new strategy. This will help to keep them engaged at a higher level.
Gary
In my field of Dental Assisting I have found as a new Instructor that prior to my lecturing on a new dental material I demonstrate it's use and how to prepare it. I have found that this gives the students an interest in the lecture because the students can identfy with the material better. Starting out with the lecture first confuses the students because they cannot get the concept of how and why they are using the dental material. I demostrate first and explain the procedure it's used in, then I have the students practice mixing and placing the material. I then take them back to the classroom and we have the lecture and more informed open conversation about the material.
My instructional style always depends on the class. Over the past few years, I have realized that setting my instruction style before the first day of class is not a good idea. I always am prepared and have an idea of what style I want to use. Once I meet with the students and get to know them, the style usually comes naturally. The subject being taught is also an important factor, however, once the student-teacher relationship is formed, then my style is set.
I teach Audio Production and often find that students are generally less attentive when the subject matter begins to get too complicated. I would like to begin implementing the use of more interaction before class begins as a means for the students to trust that where I'm taking them is for their benefit and not my own.
I also do that. I teach clinical students from the ages of 19 - 60. Students need to be assessed for their learning style. I usually present material in at least 3 different ways. Visual, Auditory, and Kinesthetic. It works well for all students. How do you keep the quicker learner from getting bored?
It is important to me to keep my style consistent but need to be ready to change when the mood changes. I pull the students back by engaging in an off topic but related subject that pulls them back to the original topic. With varying ages in the classroom some may be quicker to respond to stimulation than others. How do I keep them all engaged at the same time everytime?
Anna-Marie,
This is a good way to get shy students to become more active within the course. By getting comfortable talking with fellow students they start to build the confidence needed to become more engaged.
Gary
Tunessa,
Good point about post course evaluations and feedback. It is through these forms of input that our courses continue to improve each time we teach them.
Gary
I think this works in my classroom setting as well. While some students can be intimidated to speak up to an instructor, they tend to be more open to engaging with each other, especially when it comes to constructive criticism. In this instance, however, it's important to make sure the class stays focused and on topic. I've noticed students sometimes tend to go on tangents during periods of student-to-student instruction.
Post instruction evaluations are always a good way to gauge how you are reaching individuals and if improvements can be made. Anonymous evaluations are always more reliable and helpful.
In the clinical setting it is very important that students be allowed to think for themselves. I am somewhat hands off and do a lot of observing and nodding. I am a facilitator. I make sure to shuffle them to the right place at the right time. I hover to make sure they are safe and appropriate. I want to act as the expert and guide to enhance the clinical experience.
Hi Manfred,
Good strategy. These observations give a lot of insight on how others conduct classes. This way you can take what you observe and use it as you develop your own instructional style.
Gary
Hi Rena,
Good points. I agree someone has to be in charge and it is suppose to be the instructor. I am sure many of us have experienced classes where the instructors were afraid of taking charge so the students run the class. This is a tough situation to be in for everyone.
Set clear rules, assume command and move the course forward. The results will be well worth the effort as we all know.
Gary
I am visiting classes of my experienced colleagues to get familiar with their teaching style. I also visit online learning classes where you can watch videos of instructors teaching similar subjects.
My class is a variety of ages, different background of students and etc. All this together making you as a teacher to be a real instructor, sometimes I feel like I have a deal with a elementary school students I would love to have in my class a democratic atmosphere but I am afraid that it will never happen because most of the time you as an instructor have to show your power in a class even you do not want to.
Sorry I just wanted to be very honest and I think I have rights to do so.
Thank you!
I, too, have students with different experiences. The most important thing to do while you are teaching is to keep "reading" the classroom. It's important not get caught up in what you're saying and to ensure that the students are understanding as you go along. I usually try to read puzzled faces and ask a question about the information I just spoke about. The answer usually gives me an indication as to whether I need to go back and review what I just taught or I can move on.
Hi David,
Good example of a flexible instructor. You are to be commended for your willingness to adapt your instructional style to the current group of students. This is what student centered teaching is all about.
Gary
