I think you do have a common mistake of instructors- being afraid to make technical mistakes in a class. We try to present an experienced, professional image so we don't see mistakes as part of this. In my parenting experience, the way I handle my mistakes seems to have more impact on my children than setting a flawless example. Our students will need to learn how to be wrong and to figure out where to go from there. It's sometimes difficult for me to swallow my pride, but it's a very important part of being an effective professional in the real world.
I believe that preparation is one of the best methods to avoid common instructor mistakes. Before the first class, study, read, speak with other instructors, take online courses to better prepare yourself for classroom presentations. I like the idea of preparing more lecture/instruction than you think is necessary for the first class. When I get nervous, I tend to talk fast and then go through my material too fast. Having more prepared material is a great method, the only concern then in not to try to get it in all in one session.
Clearly identify instructor expectations of the course during the first class session and revisit the course expectations after each deliverable for the course is met. Encourage students to strive for success and not settle for mediocracy. Provide or solicit practical examples to reinforce the learning process. Ask questions and engage students through multiple approaches - discussions, group activities, etc.
I have found that my preparation for each class is crucial for me - I rehearse the class, I try to anticipate my mistakes, and I make sure that I have access to the class policies/syllabus available, if I am unsure about a student's question.
I make the most mistakes in a new class, but I make fewer and fewer significant mistakes, over time. As highlighted here, humor is most effective in admitting my mistakes to the students.
I let my students know early on that this may come as a shock to them, but although I have 20 years of experience in the field, I don't know everything! There are quite a few medical specialties with which I have only basic knowledge. We should not be embarrassed to admit that. If someone asks me a question that I don't know the answer to, I tell them that is an excellent question. I don't know the answer but why don't you research that for us and enlighten the whole class, including me. I will offer a few extra credit points for their effort. Just that fact alone encourages class participation and they love to challenge my knowledge!
The best way to avoid commonly made instructor mistakes is to become aware of what these mistakes are. Professional development, such as this, talking to colleagues, and reading the literature to raise awareness are all key.
Hi Larry,
What a response! I can tell you are very thorough, and you prepare so that less mistakes are made on your part. It is obvious that you are ready for your students by doing your research, providing documentation, being developed professionally, and having tremendous confidence. Your students are fortunate to have you as a guide on their side because it is evident that you are an extremely knowledgable professional, and you give them your all. I am sure you produce quality graduates. It appears you are a great role model to follow.
Patricia
Thank you for you interest in my view Patricia.
1. Preparation for the course is imperative. Includes: Research, outlines, references, ancillary sources of reference, text review, author credentials - just what makes him or her an authority? Background, of author, business expertise, court testimony, research papers, teaching background etc.
A.V. support and knowledge of the equipment and list of Videos or C.D.s or DVDs you will be using and where, in the course you will use them. I have a hand out quiz covering the text in general that puts the students to work the first night. They are paying big bucks for the course and text and I want them to realize they need to use it, learn from it and we will
supplement with current events and class disucussion. So they are working from the moment they arrive and class begins. They are not idle.
Along with this I have them complete an information sheet on themselves -with some backgroud and contact information. I pass out a list of my expectations and class procedures. We go over the complete syllabus, how grading is done and how they will be evaluated. Outside assignments are expected to be typed. I share my contact information with them. Adults like to know what is coming and why it is being done.- Satisfy them.
2. Demeanor /tone of voice- of instructor sets the tone for the class. The first moment you walk in the students evaluate you and you evaluate your students. The moment you open your mouth to speak - how you say what you say and how your relate to the class the first day and meeting will carry over for the quarter/semester. You know the saying concerning "first impressions." I am there to greet them as they enter the class room and I shake hands with all of them and introduce myself.
3. Student involvement - Discussion - Get to know them by name the first meeting if possible. Have them get to know one another and foster group discussions. Adult students have a lot to offer each other and you. You also have a lot to offer them or you would not be there. Have them introduce each other - a little 5 -min. discussion with each other and then have them cross introduce their fellow student to the class. Bond the class as best possible.
4. Imperative that adult classes be aimed at student centered learning and you adhere to the WIIFM principle. They are there for a reason and you need to offer them a reason to stay involved.
I prefer the description Facilitator, rather than, teacher or instructor, especially when dealing with adults in a classroom The distinction being you are more the guide on the side, rather than the sage on the stage. You are going to help them absorb the course content and see the value as it realtes to their objectives and how it applies and is useful in their career path. They are going to have to apply it, or put it to use. Else why are they their or you there?
As points are made in disucssion, based upon the outline and quiz questions, I have the first night and every class, I provide guidance as to the various points and help them develop the critical thinking skills that foster intelligent debate and discussion on the points either made by the text, or brought up by the class.
5.Analysis of the reasoning behind the decisions that were made, or suggestions, or material that was introduced by the text, or students, are examined and you provide your imput as well as have them analyze the talking points made in class and from your points on issue.
6. Proper attire of course is required to add to the professionalism of your image and the institution you are employed by.
7. I prepare quizzes for each chapter in the text. They are take home, varied in length 25, 50, 100 questions, depending on syllabus and chapters, in various formats: T& F, Multi-Guess, Fill-ins, brief essay. All require references as to where they found the answer in the text - pg. and para- or if outside reference, documentation attached or reference supplied to support point of view. A brief few lines as to why they answered the question as they did? We use the quizzes as a basis for discussiion in class. Not all authors are correct, nor are text books completely current, so if they have a different answer than that in the text, as long as it is documented I accept original or diverse thought and reasoning.
8. Field trips, were possible. Joint or team projects, research, articles, class presentations or models - as much activity and involvement as possible. Again research and timing of implementation and delivery need to be considered.
9. As attritiion takes places and the class dwindles, as most do, you need to step in and encourage as best possible. Lending a hand but also pointing out the reality that has occurred - usually 80% of the work gets done by a dedicated 20% of the people. Also the lessons learned from declining class members and the pressure it puts on the group to complete the project with fewer folks. Life is not fair, people disappoint and do not live up to their promises and your expectations. You have to Innovate, Adapt and Overcome in class, just like real life.
10. Be humble and honest.and have a sense of humor. We do not know it all and there is no place for ego in the class room. We all learn from each other, and I let them know that. No matter how diverse my experience or their's - somebody knows something I don't - or they have a different prespective on the same topic.
I have to honestly say I have never had too much difficulty teaching, nor have I experienced any great difficulty in the class room or with students. Yes there have been difficult ones and belligernt ones, but few, and I dealt with them firmly and fairly and differences were resolved by staying on issue and not letting emotions over take common sense or logic. But I want you and the readers to understand I have been dealing with adults. Not children.
I may be the wrong person to ask about common mistakes, as my presentation skills were developed in Toast Masters and other business presentations to corporte executives. And in trial testimony and legal research and invetigation. That has been coupled with flight instruction, motorcycle rider education, and firearm education, balloom dancing. This coupled with continuing education from the Teaching Company on their DVD's and from video taped and analyzed classroom and business presentations over the years. Numerous seminars and self-development text and tapes too. Critiques as to presentation skills and self-development have been an on going part of my life. I have never been trained as a formal K-12 teacher. My Eduction, Training and Background is all business related.
I hope this has been of some help - if not in Common Mistakes - at least how to avoid a lot of them with your own preparation, research, documentation and self-development and confidence that comes with knowing your subject and material.
Thanks for asking. I will look forward to your critique.
Respectfully,
Larry Bignall
We have evaluations by the students and the Dean of Faculty. When my evaluations were complete I sat down with the dean and discussed them. We talked about ways to improve on what I was doing. I also took some of the students suggestions very seriously and made adjustments. They noted things that I did that I didn't realize I was doing. When it was brought to my attention, I was able to reflect and see it from the students' view point and adjust some of my teaching methods.
