Hi Joshua, I agree that moving around the classroom helps a great deal. To enhance the communication process, I often will ask students to paraphrase certain points and discussions during class (in a collaborative way of course), to make sure everyone is on the same page, including myself!
Jay Hollowell, MaxKnowledge
Moving around the classroom more, and increasing group activities.
Hi Joshua!
Thanks for your observation. It's right on point! Yes, staying behind the desk, though comfortable, can be a real challenge. Additionally, lecturing without activities, not encouraging participation, etc. are traps that we sometimes fall into, even as experienced instructors, and tend to undermine an active and successful learning environment.
What have been some techniques you have used to increase the communication flow among instructors and students in the classroom?
I know a trap I have fallen into is staying behind my desk. some of my best teachers moved around the classroom, although I had forgot about that.
Hi Herschel! This is Jay Hollowell, the facilitator for ED106. Thank you so much for your comments. Having also taught at various levels of academia, I have found that your points are on target. Adult learners must see relevance. By your linking concepts to practical, real-world situations, they can hear and visualize applications as well as envision their own.
As you proceed through the course and discussion forums I would be very interested in knowing how you have used student learning groups within the context of demonstrating real-world applications in the classroom. Is there a link?
As a former college assistant professor in engineering, adjunct management professor to career people enrolled in a graduate college, and most recently as an adjunct Professor in a masters degreed program for professionals, I find that the class is very interested in examples which show how to apply the course materials to real world situations. They want to hear how I have applied the course concepts and what my experience has been.
I use my experiences to show where the concepts have been used correctly and resulted in significant positive changes. Also I have discussed with the class where I have experienced disappointments when all the concepts were not applied, were not accepted by the management and workers, or the process was not followed to the rightful end point. In this discourse they can reflect and try to understand some of the (known and unknown) difficulties they may experience and develop a contigency plan or at least not be surprized by "left or right" turns.
Hi Franklin! . This is Jay Hollowell, the facilitator for ED106. Thanks for your response. We have found that an ongoing summary of the topics and applications at hand, or coming back to the key points as you referenced, is one strategy that positively helps all students, even with different learning styles.
i liked the point about coming back to the key points, that way we stay in the subject path with out straying.
Hi Joseph! This is Jay Hollowell, the facilitator for ED106. Thanks for your comments. I have found too that in communicating, particularly with students, it is wise not to form any preconceived opinions about the way people hear and perceive information. The message itself is only a small part of the process...it expands to how the sender and receiver perceive and feel about the message, and even about each other.
From a teaching perspective, what specific communication techniques do you feel work best when dealing with diverse adult learners?
I could not agree more, every opportunity with another person is a chance to enhance communication skills. By reflecting on the responses from others allows us to grow and become efficient communicators.
Hi Gloria! This is Jay Hollowell, the facilitator for ED106. I am just returning from business travel and would like to take the opportunity to respond to your forum posts. I'll be back in touch by the first of the week, thanks,
Jay Hollowell
MaxKnowledge, Inc.
Learned to adjust teaching style where necessary
I realize that one of the areas in which I need improvement is that I give out too much information in a class. I need to break it down in smaller bites. Even though these are college level students, most of them are older and have been out of the academic world for some time or are first-timers.
Excellent! The handout that you reference looks like a great addendum to the course syllabus and brings everything together. We have had instructors add places on such a handout for students to check off the completion of assignments, activities, projects, dates, etc., the handout then becomes a planning tool as well as an information tool for students.
We have developed handouts to give to each student on the first day of the course that covers the class/lab schedule, class/lab grades and class/lab students expectatations. This gives the student a reference to the course and takes away the excuse of "you didn't tell us that". This makes the student accountable to take ownership in their participation in the course.
No question! May I ask how long have you been teaching in your professional discipline? What courses do you teach? What presentation techniques have you used to effectively activate your lecture, engage students and reach a diverse student body?
