Clarity Problems
I am a new instructor as of 3 months ago.. I have never taught anyone before and my novice skill set is quite clear.. I know the material I am teaching but I am having a great deal of difficulty CONVEYING it to these adult learners. I dont know how to put what I have learned into words sometimes. I also notice myself saying "um and ah" alot in my instruction...
I understand I am new to this and that being nervous is normal and expected. However I do not want my students to doubt my competency... Any suggestions??
Thanks:)
Brenda,
Students like, as you know variety and change of pace. So keep refining the strategies you are using and you will start to see a learning success formula start to emerge in terms of how to organize a longer class like the one you teach.
Gary
Dr. Gary Meers
I have a 4 hour long class and tried your suggestions to help maximize clarity. Thank you for your suggestions. The change in the way the class focuses their attention on varying activities helps me to "regroup". I had been alternating activities for longer periods of time, but I observed the shorter periods worked better.
Eric,
It is the little things like the "um" factor that can drive students over the edge. Glad you had an opportunity to learn about it and remove it from your speech pattern. We need to review things like this on a regular basis so that we don't fall into negative patterns that distract our students from hearing what we are saying.
Gary
Dr. Gary Meers
I once used the "um" manerism often. I first realized it when the shool I teach at had a training session where we recorded ourselves giving presentations and then reviewed the tapes. I realized that I did it whenever I was thinking. Being mindful of why I did it, as well as learning the curriculum better helped me to break the habit.
Diane,
Develop some mini-lectures of approximately 15-20 minutes. Have supporting graphics like YouTube videos, PowerPoint, etc.. Deliver the lecture, keeping in mind the attention span of adults is approximately 15-20 minutes. Once the lecture is completed have different activities for them to do in relation to the content just presented. These may be role playing, case studies, problems and/or group activities. You can have the students do this for approximately 15-20 minutes. By changing the flow of the class from long term lecture to lecture, activity, lecture, activity you will be able to demonstrate your competency through the interaction you have with the students during the activity times. Also, the students won't be as focused on your nerves and annoying mannerisms because you will have them focused on the activity sections as well as the mini-lectures. You will see your confidence growing as you work through this delivery form because you are going to see progress in your students.
I wish you much teaching success. If you have specific questions please let me know.
Gary
Dr. Gary Meers
