Nichole ,
yes, we can't turn them off, but being aware that they are happening is a first step in controlling them. If there is a way to mix up your lectures a little this might help you to slow down.
Ryan Meers, Ph.D.
In my natural environment I speak very fast and that has proven to be quite a hurdle for me to overcome as an instructor. Speaking so fast causes me to stammer over my words at times which can be rather distracting for the students. Also, because I have delivered the material so many times, I am usually processing several slides ahead as well which also causes me to trip over my words at times. I would be nice to be able to turn these things off!
I personally believe that students will find you a more interesting teacher if you improve your communication skills
Communication is the key for the effective instructor, one must practice communication on daily basis, with every possible opportunity
Richard,
this is definitely a good goal & a challenging one at the same time. I think exposing the students to new vocab is a great way to get their minds open & ready for learning.
Ryan Meers, Ph.D.
As always, I like to improve my lexicon as that I can expose students to new ideas by using a term or phrase they may not have heard of and open them to think about that as I cover new material and gain a sense of comfort,without going over their heads too much.
Clare,
this is a common problem for many of us. And yes, if you can lay out a clear, concise plan you will have a greater chance of hitting the target.
Ryan Meers, Ph.D.
I would personally like to improve my review summary of the class. There are times I find that I am able to give great examples and then run out of time for other key points even when there are only 3-5 points per lecture... I think by clearly mapping the plan of the class and announcing where we are going with the topics then I tend to just repeat the summary from the beginning of class - at the end of class. I think by finding a different way to express the same points would be a more well rounded way to summarize the lecture.
Jonathan,
This is definitely a struggle for all of us. I like to remember that some students just need to be invited to participate.
Ryan Meers, Ph.D.
I have a habit of engaging only those students that are responsive. I need to work on engaging non responsive students, this way all my students will feel they are part of the class.
I would like to improve my pronunciation skills. I often struggle with the many medical terms that are a part of my every day teaching. I try to listen to recordings and practice saying them repetitively, but I still have some trouble. Although I have improved I would just like to improve a lot faster. If there is any suggestion to how else I could improve my pronunciation skills (with medical terms) I would greatly appreciate it.
Stephen,
these real life examples, especially the mistakes, are a great way to teach our students these concepts.
Ryan Meers, Ph.D.
I teach a mechanical class and usually tell them about the mistakes I have made in the past. It reinforces the need for proper procedures and demonstrates concepts. I also include what it took to fix the problems created and how to aviod such mistakes to make it all the more relevant.
Communication is something we must do a self check on constantly. By testing student we can see if we are relaying the information in an affective way.If find out that some may recieve the info well and some not, ask ourself how can i communicate the same info in a way for all tounderstand?
maritza,
this is definitely a challenge that we all struggle with. The best thing is to try & minimize the distraction & be conscious to stay focused as much as possible.
Ryan Meers, Ph.D.
Woodrow,
this is a great goal. While there is a need to "download"(lecture) some content, the discussion really helps to keep the students engaged.
Ryan Meers, Ph.D.
I would like to improve in reading non-verbal communication. A lot times, as a new instructor, I misconstrue the meaning of a student's body language and typically after talking with the student I find that I was way off base with what he/she was trying to convey. I know that I am very self-concious about every little movment, scowl, and nervous twitch a student makes and I would like to be less concious by being able to interpret their movments with a better fidelity. Beyond that I think listening better.
Michael,
this is exactly right & it is so key that we help them bridge between theoretical abstracts & concrete skills.
Dr. Ryan Meers
Distractions. If a student is distracted it'll distract me as well and make me distrub my flow. How to prevent that?
I am trying to ask the students more questions and make it more of a discussion than a lecture.
