I will try to wait a few moments before answering a question that I know one or more of the other students know(and are generally eager to speak up and help). I really think the peer-to-peer interaction is helpful for both the student asking the question and the student relaying the information. It gives the student who is helping their peer confidence, and I think feeds the drive to know more and do more, while feeling confident in their knowledge on the issue/s. Sometimes someone else portraying the same information can provide a slightly different perspective so the inquiring student gets a clearer understanding of the topic(the ah-ha moment). It's also helpful in that it usually promotes further discussion in most cases.
I am a surgical technology instructor, and the first two courses are a very condensed Anatomy and Physiology. We explain to them the importance of anotomy pertaining to surgery, but it is not until they start the lab portion, and learning about surgery does the light bulb go off. It is so satisfying when all the pieces fall together and they "get it". Some students take longer, and more attention to detail,and more one on one, but when they have the look of excitement when they enter the lab, is the most rewarding experience.
Many students I have encountered who appeared to have self-doubt would not speak up and were always quiet. When they did speak the volume of the voice was very low. I would get across the room from this type of student and give them an exercise in which they had to speak so that I could hear them clearly. I reminded them how important this would be in their future careers.
Annette, many students have similar experiences. This is why we as professional educators need to always be mindful of the possible outside influences that may get in the way of knowledge transfer. If students hear more negative than positive then they tend to become the negative. According to Dr. Joe Pace of The Pacific Institute, it take 11 positives to make up for a single negative so consider that as you focus on your activities for knowledge transfer. The more you can find ways to focus on the positive the better your students will eventually react.
James Jackson
I have had students who attend our school being told by outside influence that they would not and could not complete thier education. They were also told that it was a bad mistake to return to school and they would be unsuccessful. Everyday the student came to school and receive outstanding grades to proved the naysayers wrong!The student is one of our gradutes and is doing fine in their chosen career.
Karyn, great use of practice makes perfect and learning from failure. Learning from failure should really be learning from doing but both get the meaning across. Other subject matter areas should take a look at Culinary Arts and focus on different ways students can learn from doing and engaging, hands-on activities. Just about any subject area can be enhanced through active learning activities. Thanks for sharing.
James Jackson
Kristen, awesome tool and great way to be creative and innovative in your classroom. Can you provide some more specific examples of how you use this in your classrooms and any web sites, blogs, or wikis you have used to enhance your creative use of this exciting resource? Thanks for anything you can share.
James Jackson
Mike, well stated and this is why proper planning of the curriculum goes a long way in ensuring student success. Creating the early wins and the ability to continually build upon the early success of easier lesson plans will provide great dividends. Knowing the desired learning outcomes and the level to which students need to have the knowledge transferred over is critical as well. A good knowledge of Bloom's Taxonomy (updated version) is essential in every instructor's tool kit. For a funny explanation of Bloom's Taxonomy and teaching methodology, check out this You Tube Video.
http://youtu.be/NsBna5IVBYg. Let me know how you like the video. : - )
James Jackson
I teach baking and pastry classes of which culinary students have to take a 6 week class. In the beginning, they are unsure, they are convinced baking is so hard and you have to measure everything. The first couple of days, there is a lot of question asking, bu by the end of the week my students are usually scaling independently and mixing and calling me over on to reassure themselves the product is correct. i give feedback on all their products which helps their self confidence. As each week passes they gain more independence and less fear so that by the end of class they will say" Chef I thought i was going to hate baking, but i actually really liked it. Thank you for teaching me". It's such a great feeling on both sides...
I have always loved the essay "Twenty things I love about myself". Students always hate it, however I spend a great deal of time checking these and adding my own notes such as:
21. My instructor thinks I am a great example to others.
22. my instructor feels I should be sold at all stores since I motivate others so well.
they always love my additions
I experienced that the fist day on my clinic floor. A stundent of mine was not confident enough to complete a hairstyle on ethnis hair because that was not her race so I encouraged her and explained to her how it was always good to challenge yourself and that its very rewarding to overcome your fear of something you did not think you could accomplish.
Catching the student doing something "right", and being excited about it,puts one piece in place and something that can be built on, over and over again. The student will often accept a critique differently after one success. Before long there are many thing they are doing "right". I have used this technique and watched students confidence grow in culinary arts in many students.
Sharon, great example. Persistence is the key and patience a valuable skill to have as an instructor. By taking the time to assist a student in overcoming their fear, you have provided the industry with yet another great individual and valuable employee. Thanks for all that you do.
James Jackson
Mary, your statement is exactly why schools like ours focus on hiring true subject matter experts as instructors. Only you as an expert know what your students will need in the way of skills and knowledge to be successful in the workplace. Thanks for all that you do and your dedication to your students.
James Jackson
Mary, letting your students know you are more like them and you too have to study and continue to learn makes the overall learning process more tangible to most students.
James Jackson
Mary, pushing students outside their comfort zones is part of the learning process. You will want to be gradual in your process and provide ample opportunities for students go grow into the role of leadership but I do commend you on pushing the envelope of your student's comfort zones.
James Jackson
I have an example of a past student that displayed a fear of needles. However after hearing the procedure explained, watching the procedure demonstrated and working one on one they were able to overcome their self doubt. Now this student has progressed to a level of comfortability that will allow the student to be successful in their chosen field.
I had a student that had a very hard time with hands-on performance and I would tell him that school should NOT be based on customer service it is a title that has to be earn and I pushe him hard to get his skills right! at the end this student came back to thank me for pushing him so hard and he said that he was very proud of himself for EARNING the place where he worked now!! this student has been very succesful!
Mr. Jackson, well said "NO ONE KNOWS IT ALL AND LEARNING IS LIFELONG" I will repeat this phrase to my students!!
I agree Miriam, Helping students to better understand the relevance and importance of each new skill learned presentend as a building block to their career is a great technique!!
