Kelly,
I like the way you approach the modeling of your profession. Yes, the students will need to be such professionals upon graduation so the more examples they can observe the more understanding they will have of what it takes to be successful in their field.
Gary
Dr. Gary Meers
Dr.Jayaram,
Thank you for your excellent points on how to engage online learners. Interaction and varied contributions are essential components for successful learning and professional growth.
Gary
Dr. Gary Meers
Professor and Class,
Instructional professionalism begins with personal ethics. I have been teaching for a number of years now, and the best instructors are also the most ethical people I know. They are constantly choosing the path where truth prevails.
Being a professional in my field (Accounting/Business) is always a challenge-- but a job necessity. I teach my students how to dress, tolerate those we do not always see eye to eye with, and communicate their needs without demanding. I manage my students-- not just teach them. They need to be able to work for someone (hopefully just like me) in a few months-- so start teaching them in the classroom.
Kelly Jo Miller
Hi David,
Excellent definition. Mowatt and VanName (2002) presented a checklist for teachers containing a series of questions and issues that need to be answered before incorporating a constructivist approach into a classroom. Issue one is the personal readiness to be a facilitator. This component requires the person to know his/her own learning style, and respect the learning styles of others. This component also requires the person to understand group processing and make decisions based on the observations to optimize group functioning. Component two involves the structuring of the environment, making sure that the room is set up to encourage group work, by having desks arranged appropriately and enough seats for everyone. Component three is focused on setting the tone. The tone is set by addressing various issues: first, the environment needs to be safe so everyone is comfortable sharing ideas, knowing all contributions are valued, and confidentiality is maintained. Social and physical needs are addressed by having small groups, which encourage contributions, and all contributions are acknowledged and recognized. The instructional format component requires an agenda that sets the work for the day and group work, work and reading are assigned for the next class. The facilitator interjects key points to link previous knowledge to new concepts. The final component calls for the teacher to watch and observe the group work and facilitate discussion.
Mowatt, A.M. & VanName, A.D (2002). Constructivist leaders mental checklist. In Shapiro (2002). Case Studies in Constructivist Leadership and Teaching. Lanham, Maryland. Scarecrow Press.
Dr.Gary and Class,
In my view, students might percieve online education is learning-by-themselves. Students have to read the assigned textbook, lecture provided by instructor, participating in the Discussions, etc. So, I believe instructional professionalism is the proficiency of instructors in providing constructivsm. Brooks and Brooks (1993) also pointed out that allowing students to engage in dialogue is an empowering experience that facilitates meaning making.
Brooks and Brooks (1999) developed five tenets of constructivism that provide the groundwork for a constructivist classroom: (a) constructivist teachers seek and value student’s point of view, (b) teachers structure lessons to challenge students suppositions, (c) teachers recognize that students must attach relevance to the curriculum, (d) structure lessons around big ideas, and (e) assess learning in context of daily investigations. Alesandrini and Larson (2002) identify the components found in a constructivist lesson as conceptualization, clarifying, inquiring, planning, realizing, testing, modifying, interpreting, reflecting, and celebration. When planning a lesson, an online teacher (a) must be aware of the student’s prior awareness of ideas, (b) need a clearly defined conceptual goal, (c) need to include teaching strategies that challenge initial ideas, (d) need to offer opportunities to utilize new ideas, and (e) need to create classroom environment which encourages students to put forth and discuss ideas.
Alesandrini, K. & Larson, L. (2002). Teachers bridge to constructivism. The Clearing House, 75, 118-124.
Brooks, J. G. & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.
Earl,
You make a number of very good points for instructors to follow as they display their instructional professionalism. They are key points that must be addressed if the students are going to see a model of their field and of a professional learning leader.
Gary
Dr. Gary Meers
Calvin,
Well said and a good model to follow when doing your instructional planning.
Gary
Dr. Gary Meers
It is very important that the students see you a professional in your field and not as a person working for a paid check. In addition you should make sure that you dress appropriately so that they understand that you are the instructor and you understand the subject manner that will be discussing and learning is very important in the class, even mistakes are another form of learning and how to correct them. In addition having your student keep up with current affairs in the field helps them develop more knowledge.
Being prepared to suit the needs of your students from and educational, managerial, and leadership standpoint.
Definitely being on time and prepared. Know what you are teaching for that day as well as what is to come. Dressing professionally, speaking appropriately and being confident.
Gayle,
You have touched upon critical elements in terms of being a professional educator. Organization and preparedness are essential.
Gary
Dr. Gary Meers
Eric,
Well said. Both talk the walk and then walk the talk.
Gary
Dr. Gary Meers
Roxanne,
Good definition for instructors to follow.
Gary
Dr. Gary Meers
Instructional professionalism includes not only how you present yourself to you students as far as dress and manners, but in how organized you are in presenting the material. A professional would not go into a class unprepared. They have thought ahead on how to present the material and what they expect fromt the students. They are able to communicate to the students the objectives of the class and make the expectations clear.
Instructional professionalism is a reflection of ourselves, how we interact with others, and ways that we communicate our knowledge to others.
I think that Instructional Professionalism, is like any type of Professionalism! As Teachers we should lead by example and how we act in our lives should defiantly correspond to how we handle ourselves on the classroom. I think we are all knowledgeable on how we should be on time and have all course work prepared. What we should teach and should practice is how to interact with people subordinates, peers and supervisors alike.
Being PREPARED. Knowing your subject. Understanding the wide spectrum of your students. That is how I define professionalism
by making sure you are well prepare for the subject you will be teaching, being available to help the students with any concerns and showing that your main focus is for the students to learn new skills.
Katrina,
Welcome to the wonderful world of teaching. I wish you much success. Your passion for your field and your devotion to making a difference in the lives of your students is going to serve you will.
Gary
Dr. Gary Meers
I love this and will use it! When you really learn something, you can be passionate about it and apply the concepts, standards, and practice into your everyday life at school and/or work. This is my first time as an instructor and I am excited to learn and grow in this role and to inspire my students to have a great education and career.
