I like to move around the class during my lecture so I can see what they are writing in their notes to see if they are understanding what I am giving them and, I can have fun in the class with the students when I give them a silly phrase to help them remember.
Thanks, Patricia. The more I have improved my communication with my students, the more I have understood the knowledge, experience, characteristics and challenges they bring to the table.
Jay
ED106
I have to agree. I believe that improvement is always in order for any teacher. Learning to communicate effectively and understand the psychology of the your student is most important.
Hi Aneesa! Yes, using specific examples to back up concepts moves our students, I beleive, closer to comprehension and application. I have found that asking students to share examples of their own can also be an effective learning tool.
Thanks for your input,
Jay
ED106 Facilitator
The points outlined in the chapter can really enhance my communication skills when speaking to a class or an audience. When presenting general statments I realize that backing them up with specific examples can only reinforce the fact or concept. This is especailly important when dealing with slower leaners. It is a great way to bring balance to a audience of diverse learners.
Hi Cheryl! This is an interesting suggestion that has not been brought up previously in the course. We often say that presenting, as a teacher, is like being on stage, so why not engage in vocal and articulation exercises to improve delivery. Effective vocal delivery without a doubt is the best way to capture and hold student's attention.
I'm interested in your response to something, particularly since you teach acting. How effective do you beleive storytelling, as a presentation method or aid, is to student retention of your subject matter? Just curious.
Thanks for your suggestion.
Jay
ED106
I think that basic vocal development and awarness is good for all teachers. I also teach acting and with actors we work on understanding the body and how the voice works, vocal production, articulation, projection, volume and rate, all of which are controlled by the breath, or breath control. As instructors these elements are also important. How many teachers do you know go home everyday with a hoarse voice? This is from poor vocal production and poor breath control. You can be heard all the way in the back of the room or lecture hall without yelling. Deep supportive breathing, control over that breath and proper use can help instructors keep their voices healthly while commmanding attention from the class. I would suggest that instructors also do vocal exercise and articultion exercise, such as tongue twisters to help them warm-up the voice before class as well as work on deep breathing and excersie that help with breath control. They will soon see that they are much less tired at the end of class and they will still have their voice.
It is hard to do, as we are verbal creatures by nature, but I find it is best to listen to your students individally more than you speak to your students. I like to finish a conversation with "it was nice to talk with you", not "it was nice to talk to you".
I too devliver too much information in too short a period of time. The best thing for me is to start with a full outline not only of each class/lecture but for the semester as a whole. I find that if I have 30 classes to deliver my content and I find that I have up to 100 key points/concepts, I would only have to cover 3 key points per class. It helps pacing when I know just how much I want to cover for the duration of the semester. The preparation time is consuming but it allows for a much smoother smester as a whole!
Thanks for your comments, Cynthia! Consultation with peers is certainly effective in enhancing our own teaching performance.
Has your team considered putting together a "binder" or portfolio (hard copy and/or online) of best practices for your instructors as a reference guide or resource? I've known some schools to do this and it was very effective in reaching most faculty members. Topics included such areas as instructional delivery, classroom management, teaching methodologies, etc.
Jay Hollowell
ED106
I find that consultation with my peers and supervisors is a great way to learn new ways to communicate. An example would be that I consulted fellow instructors when I was having problems with an over talkative student. I asked them what they would say to a student in that situation. The advice that they provided me with was priceless and extremely helpful. I felt good about talking to the student effectively going forward.
Hi Karen! Thanks for your response. You have provided an excellent example of engaging students during a lecture or presentation. Having a student provide an example, or informally paraphrase your points, changes the pace and stimulus in the classroom and is an example of an active learning technique.
I have also used the "press conference" concept where three or four students are chosen to be the experts on the "press panel" (students rotate being on the panel). There job is to listen and watch, take summary notes on the lecture, and then each ask me a thought-provoking question about the topic. It too changes the focus of the classroom and draws students into the content. It can also clarify information. Sometimes they are asked in return to provide an example of how the topic could be immediately applied to their workplaces...all good takeaways from the class, though I have not used them all the time.
Jay Hollowell
ED106 Facilitator
I have a tendency to talk fast , so After I make an important point I stop and choose a student and ask them to give me an example of the idea i just discussed. Also I bring in examples of items related to the designs we are working on so that we can discuss them during my lecture.It seems more informal to the students and sometimes they pay more attention when they feel comfortable,
Yes it is!. Dynamic communication is the study of the behaviour of complex systems in the communication process. In education it refers to the practice of systematically applying the processes, strategies, and principles of communication to bring about positive social change to an individual's life, in this case our students.
Thank You
Thanks Esteban! Welcome to the forum! You're right on target. Communication really is a practiced and refined skill that involves so much more than the message. Breaking the process down into components of sender, message, receiver, perception, feelings, the communication medium, etc. all highlight the significance of each part of the communication process. It is dynamic!
Jay Hollowell
ED106 Facilitator
We Humans are capable of unbelievable amount of flexibility and adaptability, We can adapt and overcome many situations. We are all born with that skill and it will not surprise me if you say that this communication forum was not at all indicative of what you trully can accomplish. Practice, Practice, Practice as you said will eventually lead to perfection.
The fact is that no communication skill we have, no matter how complicated and sophisticated it's capable of expanding your knowledge and this is tremendous power. Being able to project your ideas to others and mold their minds is fascinating. Once you realize how to break down the complicated structure of communication into its basic components, you will have better control over your own skills.
Just like any other skill that you learn over time, you can develop and refine your communication with more practice.
Hi Ronald! Welcome to the course! You're right, students can get lost in the lecture, particularly those that are not auditory learners. It looks like you have been very successful in geting them to ask questions. By adapting our lectures to different learning styles, activating them with stories and examples, changing the pulse or tone every few minutes, and blending in other activities, our lectures can come alive. I have also encouraged students to keep a learning journal where they write a brief summary of each lesson, write down any questions or confusion they might have, and describe the lesson or application's relevance to the workplace.
It is easy for some students to get lost in lecture , I found that giving all students in class full undivided attention it shows respect for me as a instructor and students I find get involved more. I will work on students that I see hide when I ask questions so I will get them to relax and not be afraid to ask a question.I also make sure all students understand what we went over and if I have any doupt I will have them show me and this seems to work with me and its amazing how all students get involved and work together.
Hi Nancy! This is Jay Hollowell, the course facilitator for ED106. Welcome to the discussion forums!
Excellent point about slowing down. I have found myself as well speeding through a topic because I am so familiar with it. In the past, I have done a few things to help:
-make sure that I have clearly communicated the objectives/learning outcomes of the lesson to the students
-pause frequently to check for understanding and ask for a paraphrase, interpretation or example from students
-blend an activity, example, demonstration into the presentation
-appoint a responsible student as the "pulse manager," to signal me if he or she has observed that I am going too fast, or has noticed frustration on other student's parts that I may have missed
-have students keep a journal where we stop along the way and summarize points, questions and applications to the workplace
Perhaps, just a few suggestions for even seasoned instructors.
What has worked for you specifically in helping to get your subject matter across in the classroom?
I know I can clearly improve my communication skills by slowing down in the delivery of my topic. I teach computer software and have done so for the past 25 years. When we, as instructors, are very knowledgeable about our subject matter, we tend to speed ahead.
I will slow down and engage my students in discussing the topic. This will give me instant feedback as to their comprehension of the subject matter.
