I agree that when you are more confident about the material you are teaching. A faculty might get comfortable and do not want to make any changes to their delivery methods. I teach cover mathematics ranging from Basic math to Algebra, and since it’s a design school you have to change the material that makes sense to the student. You do have to change your delivery method so it’s interesting for the student.
It has proven helpful to learm multiple ways of achieving the same goal this helps me relate to each students learning style.
To me finding balance is an ongoing process over time. The first time teaching a subject is mostly devoted to studying the learning objectives, the textbook and any other pre-prepard materials. Then the material is worked into specific lesson plans. Each lesson is then put to the test in class. After class, I re-evaluate each lesson and note changes for the next time the class is taught. After teaching a class a few times, more and more of my time is on bringing in new material and methods and eliminating old material or lessons that don't work or don't support the learning objectives.
Each class grows and evolves over time.
Because I teach technology, I try to keep abreast of current technology through continuing education courses; reading newsletters and journals; I do an assessment of past assignments for the class to get an idea of what assignments reinforced learning objectives and what assignments did not. Sometimes this mean revising assignments as needed.
Great approach Catherine!
It also makes the student feel very empowered!
Jane Davis
ED107 Facilitator
I teach drawing. When I do a demonstration I always ask if the students were taught this before? Did the teacher teach it the same way as I did or did they do it differently. If differently than I ask the student to demonstrate that method. This allows me to learn new tricks andthe students to become teachers- gaining not only in confidence but in learning.
I find that these two goals go hand in hand. Even if it is as simple as sharing with my class a new article or book I have come accross. Because I teach Culinary Arts, as i learn more about anyone subject i have new techniques to show them which helps me to keep my demo adn lecture material fresh and exciting.
Good morning Gabriel and Tim!
I really like the thought that you put into learning as you help your students learn. Being open minded and flexible is a key component of becoming a caring, responsive instructor/facilitator.
Good job gentlemen!
Jane Davis
ED107 Facilitator
This balance requires commitment and planning. Paying attention to the way new knowledge is first learned will help in developing delivery stategies for future students. Framing learning within the context of how to teach the content seems like an efficient strategy.
Good morning Kathleen!
You make a very good point about how much we can learn from each other and it goes without saying that instructors should be as prepared as possible when we go into the classroom.
Good job!
Jane Davis
ED106 Facilitator
Even though I have been teaching this course for 3 years, I balance my need to learn more about topics in my course with my need to develop new ways of teaching my course by being very open minded, and willing to change my philosphy. I feel like a sponge, trying to learn new ways independantly and through other tutorials. I pace myself. I do not like cramming, rather I like to absorb new ideas by thinking through abstract conceptualization.
OOPS Sorry Hit send too soon.
So as I was saying . . . I am very much a visual/do it learner that when I am preparing for a class, I put my touch on the materials and find that students connect. I often use materials, games and displays that are very youthful where we all have fun. AND - the most challenging students participates because it is fun.
Good job and keep up the good work!
Jane Davis
ED107 Facilitator
There has always been a tension between content knowledge and effective teaching methods. To be effective you can't have one without the other. One strategy is to pay close attention to how you learn yourself. When you try to increase your content knowledge you might hit roadblocks. How you overcome them and master the material can provide strategies for other struggling students. Plus, it builds empathy for the students who struggle.
Working on professional development through field trips and seminars is wonderful! However, I enjoy seeing the sharing of expertise in the classroom during lecture. An open learning environment must be provided to maintain strong energy levels. We become more polished facilitators when we learn from our learners.
i could not agree more. so as you said, flexibility is the key to success
One great way to accomplish this is to subscribe to an educational journal for personal reading. Also, completing these CEE courses have also proven beneficial in developing new ways of teaching!
For me learning more about the topics I teach is taken care of by my business. I am fortunate that I actually has a business that applies the principles that I teach to multiple and varied business clients.
New ways of teaching for me has been an ever varied character play with me playing multiple roles as needed by the students. I don't want my students to view me as teacher or authority figure. The environment we are in (culinary school) set up a bit of a militaristic brigade system. It has is role, but my class is at the end of the program and they have learned "Yes Chef" to the point it has no meaning (possibly even negative meaning).
My physical apearance in uniform is imposing enough without having to lay it on. My usual first goal is to demystify myself and actuall challenge them to call me George. It takes more than a week for one student to brave these waters but is tends to be liberating for the class.
Typically students come to me with a programmed expectation that they must respond immediately (without thinking) with a yes chef and that this is how they score or learn. It tends to be a bit pavlovian.
My first lesson tends to be " Don't respond imediately, take your time, think, use your resources and respond as you actually feel."
The rote and reactionary behavior is training for a slicer dicer machine, but must be balanced with a thinking human being.
I play chameleon, adjusting my role from "cartoon", "quite thinking analyst", "listener", comiserator, director, subordinate, and so on to make it safe and engage role modeling that i want to infect my studnets with.
There are times for fun, reflection, discussion, debate, data analysis etc. so I try to mimic these behaviors so students feel free to be these varide personalities also to faciltate there interaction and participation that the feel safe with.
Simply talking to them as people and human peers does wonders to open them up and get thinking started.
The personality game is a majaor theme that reflects varied ways I teach.
FYI 17 years of formal teaching experience, 30 years professional exp.
Good morning Joseph!
Good point - it is difficult to stay to date in most areasl. But it is so grartifying to see the lightbulb go on for students.
Keep up the good work!
Jane Davis
ED107 Facilitator
It is a constant challenge to stay up to date. Especially, in the culinary world trends are constantly changing. Networking with colleagues, periodicals and the internet are some ways. The balancing of the two is crucial because it's not just new recipes but new techniques which we need to pass on.
Hello Jean, great comment.
I agree, it all boils down to having the knowledge, preparing your self in the subject matter and knowing your student and if you present the information to your students in a fun and dynamic way, you are likely to Succeed
