Get Your Students Hired
William,
Keeping classes interesting and engaging is truly a task, however, it's one that can be accomplished. I've found one method is to use the "what's in it for me?" principle, to get the student to see there is benefit and value in focusing on classes. This also helps get them to see their instructor is there to assist and facilitate their goals.
Barry Westling
Often the classroom consists of an instructor who is exactly where he/she wants to be . . . in front of a group of students who would rather be anywhere else. It's useful for the instructor to consider where the students would prefer to be. The competition includes movies, TV, youtube and other entertainment venues. I've made it a point to use as much showmanship as possible to stimulate interest in the subject matter. "First of all, you have to get their attention."
Rachael,
Good self observation. We are all hired because of our knowledge gained from life experiences, training, education, and sharing what we know. Keeping classes interesting and involving students with activities that are enjoyable contribute to better instructional session.
Barry Westling
I found that in the begining classes that I instructed, I second guessed myself. Regardless of how fluent in the field I was. Text book teaching is different than on the job training. Each semester I learn new ideas and techniques which has made be grow more confidence and each term will be easier as they go on.
Shana,
As parents, we take control over the kids, act responsibly, and watch out for their safety. Very few get formal training in parenting. And although mistakes are made along the way, most learn from their errors, and a sincere effort to be the best they can usually exists. Instructors often follow a similar pattern, but I think newer instructors tend to shy away from the take control part of their job, restrained by the (false) limitation that giving directions and correction to adults will be harmful in some way. The fact is students want and need direction and clear expectations. They may not like correction, but usually they will respect the instructor who is fair and kind when assuming control over their class.
Barry Westling
Syed,
Great example and suggestion. It's a version "practice what you preach". Looking at a course through the eyes of a student can be helpful in planning realistic lessons for students.
Barry Westling
Shana,
Students want to be in positive environments, and an instructor who consistently portrays passion with their instruction is going to command the attention of their students most of the time.
Barry Westling
Try to put yourself in the students' shoes and then ask yourself: is this what I would be getting if I were to come here to learn? This very thought underscores the need for a self-assessment in trying to find the instructional leadership qualities in oneself. So I would then ask myself: do I have the qualities to be the instructional leader and if not, then what do I need to do to improve that.
Passion is so important! If you lack desire for the content you teach, it will show. There are certain areas of what I teach that can be dry....so coming up with interesting activities saves the day! The more excited and interested you make it, the more participation you will receive from your students.
If you do not have an understanding of yourself and keep that in the forefront of your mind as you teach, I think you become transparent to your students. Meaning that if you are unorganized and are late to class consistently, the students will see that and could copy that behavior in not only their class, but in there career as a student and a professional. I have taught for about eight years now and when I see an instructor that has these qualities, often times their classroom is a zoo.
Knowing yourself and evaluating yourself realistically is essential to becoming a great leader. We all have things that we can improve upon and working to be a better individual and improving on those qualities that may be having a negative effect on students will set the standard for our students and ourselves, as well as set the example to new instructors. When I first became an instructor, I was simply thrown into the classroom and was not shown the "how to", I had to learn as I went and of course had a couple of bad habits and it was very hard to change the flow of the classroom....but overtime, I realized what did not work and took a good hard look at myself and what I was doing wrong, thankfully I came out as a better teacher, but I have seen many times where people are thrown into these roles without the training. From my rough start I can help ease the woes of the new teacher and am very proud that I have been able to become a leader. Although I still reflect daily on what went right, what didn't go as planned, and was I effective.
James,
True, and commitment to this important challenge cannot be underestimated if we want to be successful, long-term educators.
Barry Westling
When you teach, it also reminds you that the “change†we try to implement is not as easy as it sounds. It is possible, but it takes time and the perspective that you gain by staying current in your own teaching practices is important.
Stacey,
You've provided a good self evaluation. Actually, I believe many instructors are mostly introverts except when they are teaching. But the good thing is if we are sincere, generally kind, prepared for class (or clinical), and confident about our material, we'll be successful in our instructional role.
Barry Westling
Mr. Westling,
It is important to understand yourself as an instructional leader because you must know both your strengths and weaknesses in order to effectively reach your students. If you have not determined both your strengths and weaknesses as an instructor, you cannot understand and meet the needs of all of your students. If there are students who may not be comprehending for some reason, it may be your instructional style that is not meshing with the student's learning style. You can try to learn who the student learns best, but if you haven't taken the time to learn how you teach best, or maybe not the best, you may not be able to reach that student.
I know that my weakness is talking in large groups or walking into a room of strangers and speaking. I prefer to remain in the corner and go unnoticed. I know this about myself, however, I also know that in my area of expertise, I am very comfortable walking into a room full of strangers and doing my job without hesitation. That is why I have taken on the role as a clinical instructor. I love to teach and feel comfortable and confident teaching in an area that I am a subject matter expert.
Stacey
Rosalyn,
Passion is never out of style, and is usually a welcoming attribute for students, as your experience confirms.
Barry Westling
Understanding oneself and being honest with yourself is key to success in any area; however, as an instructor who is responsible for contributing to the success of students is huge responsibility. Ask yourself..."how flexible, confident, humble, informed and patient am I". If you don't respond positively to your questions, then you should rethink your professional choice.
From my own educational experience as a student, my best influences were from passionate, realistic instructors who were fully informed about the subject matter they were teaching and passionate about the success of their students. Those instructors who were in it for the paycheck were also influencial, but, in a negative way.
Interestingly, I can remember the names of teachers who I disliked and also dislike (still) the subject matter. I use these models of what not to do. The teachers I enjoyed most were happy, positive and patient.
Virginia,
This is a good personal reflection. I would add that although it takes courage, trying new things can turn a weaker area to one that is effective.
Barry Westling
Karen,
Students want to know their instructor is competent and in control.
Barry Westling
If you do not have a grasp of who you are as an instructor it is difficult to cater to the learning needs of your students.
In understanding your strengths and weaknesses as an instructor, you can use your assets to pack the maximum punch (so to speak) but also be cognizant of what you should not be doing. For example - I know that I am not great at designing lectures "on the fly" so I really need to take the time to plan ahead and be organized with plenty of materials.