Narratives work!!!
It's amazing how telling a story evokes emotion and makes us remember what is said. I still remember stories my grandpa used to tell me when I was little. And what's funny is I remember the lesson he teaching me, too. I think if a person wants to make an impact stories are the way to do it.
However, I think there is some limitation to narratives. I think they work on most concepts. Although, if an instructor were to tell a story for every little item then it would take forever to get through a chapter or article. But if the instructor used the narratives to define an overall theme or keys points in the chapter then it would work effectively.
For example, if I were teaching Emotional Contagion (like I told a narrative about in class) I would use my story to show how emotional contagion works and what it is. I wouldn't then tell another story to show different types of emotion in emotional contagion. I think I were to do that it would make the narrative not seem as important. So I think it's essential for an instructor to use narratives strategically in their lessons. If they do then the stories will work!
Challenge: Make sure the story relates, and make sure it is used in the right place and right time during the lesson.
Tuesday, December 6, 2011
Teaching vs. Training
Teaching vs Training had a lot of similarities but yet differences, as well. Teaching and training both have students and participants in mind. As a teacher or trainer the idea is to reach the most amount of people and have them understand the concepts. However, the time may be different between teaching and training, as well as the structure of the lessons. For example, trainings usually are longer days but in short amounts of time - weekends or an evening. They also may been more structure of time. A lot of information needs to be crammed into the weekend training. On the opposite side, teachers usually have a semester to teach or an entire year. They can also plan lessons in shorter spurts and try not to cram as much material into each lesson, but instead spread it out over the course.
The way we talked about teaching vs training was through an online form, and that's what I want to spend some time on. We used wikispaces and google to develop our class outline of Teaching vs Training. There were a lot of differences between this and an in class discussion.
The part I loved the best was being able to be at home. I was cooking bread and sipping hot tea while interacting with my classmates. Also, I was able to use the restroom whenever I needed, and I didn't feel like I was distracting from the class. (Little things like that make a difference, and I wouldn't think they would, BUT they do). I also, liked having technology at my finger tips. If I didn't know something I would look up a definition or an article.
The parts I didn't like as much was missing out on our laughter together. I couldn't hear anyone's voice or see anyone's expressions. I feed off of that interaction, and I definitely felt a lack. I also think that since I was the only one (at least I think) who was in a different room I felt a little out of the loop. I believe I was at home and the other students were in the grad office.
But overall it was a fun experience. I got to feel what it's like to interact in class online. (That's a funny sentence). If I were to use this is any class I believe it would have to be with a more advanced class. I think if I were to try this with a 101 level some students wouldn't have anything to do with it, and they would use it as a free time instead of work time. But I do see how beneficial it would be for more advanced classes because they could look up articles or definitions while they were interacting with everyone online.
Challenge: Advanced classes try an online class where students get to interact virtually with materials at their fingertips.
The way we talked about teaching vs training was through an online form, and that's what I want to spend some time on. We used wikispaces and google to develop our class outline of Teaching vs Training. There were a lot of differences between this and an in class discussion.
The part I loved the best was being able to be at home. I was cooking bread and sipping hot tea while interacting with my classmates. Also, I was able to use the restroom whenever I needed, and I didn't feel like I was distracting from the class. (Little things like that make a difference, and I wouldn't think they would, BUT they do). I also, liked having technology at my finger tips. If I didn't know something I would look up a definition or an article.
The parts I didn't like as much was missing out on our laughter together. I couldn't hear anyone's voice or see anyone's expressions. I feed off of that interaction, and I definitely felt a lack. I also think that since I was the only one (at least I think) who was in a different room I felt a little out of the loop. I believe I was at home and the other students were in the grad office.
But overall it was a fun experience. I got to feel what it's like to interact in class online. (That's a funny sentence). If I were to use this is any class I believe it would have to be with a more advanced class. I think if I were to try this with a 101 level some students wouldn't have anything to do with it, and they would use it as a free time instead of work time. But I do see how beneficial it would be for more advanced classes because they could look up articles or definitions while they were interacting with everyone online.
Challenge: Advanced classes try an online class where students get to interact virtually with materials at their fingertips.
Interview - Training
How to Impress.
Goodness, if everyone knew how to impress we may not know what to do with ourselves! From personal perspective, I think we sometimes forget how to put our best foot forward. I think in modern society we tend to become very individualistic, and approach people and jobs with an attitude of if they don't like them then I don't care. Which in some cases may protect us for when we don't get the job or don't get along with people. However, in most scenarios it's important to remember we are human beings and we need to use manners needed in different contents. Because, let's face it, an employer, more likely than not, will hire someone who is dressed for the job, acts maturely, articulates their words, and who put in effort before the interview as seen in their resume and cover letter or letter of intent.
Throughout my training I emphasized these important aspects of 'how to impress'. We spoke about how to impress on paper and in person. I used quite a bit of contrast between what is normally done and the added punch of what stands out. I did this with visual aids of resumes and cover letters, as well as mock interviews.
What stood out most to me was the comfort level people have with scripts. It is extremely easy to revert back to a 'script' - where it sounds like everyone you're saying has been rehearsed. And the sad thing is, it sounds like anyone could say it. It isn't personal, and it isn't impressive. To help with this I have contrasting examples of what to do and what not to do. We practiced how to take a question and turn it into a story or experience they could share.
Since I had put together an outline with this on it I knew I would cover the idea of scripts. However, by listening to the group I realized just how important that idea was. So I decided to alter my outline and spend more time in mock interviews to practice avoiding scripts. I feel as though this decision really helped the participants understanding of how to stay away from sounding generic.
The one thing I would change about this training was that I knew the participants. Since I knew them I feel as though they said only good things about me on the evaluations - which was great. But I think there could have been more feedback if I didn't know all of the students.
Challenge: Make sure to listen to the participants. If I listen I will be able to address their needs and they will get more out of the training.
Goodness, if everyone knew how to impress we may not know what to do with ourselves! From personal perspective, I think we sometimes forget how to put our best foot forward. I think in modern society we tend to become very individualistic, and approach people and jobs with an attitude of if they don't like them then I don't care. Which in some cases may protect us for when we don't get the job or don't get along with people. However, in most scenarios it's important to remember we are human beings and we need to use manners needed in different contents. Because, let's face it, an employer, more likely than not, will hire someone who is dressed for the job, acts maturely, articulates their words, and who put in effort before the interview as seen in their resume and cover letter or letter of intent.
Throughout my training I emphasized these important aspects of 'how to impress'. We spoke about how to impress on paper and in person. I used quite a bit of contrast between what is normally done and the added punch of what stands out. I did this with visual aids of resumes and cover letters, as well as mock interviews.
What stood out most to me was the comfort level people have with scripts. It is extremely easy to revert back to a 'script' - where it sounds like everyone you're saying has been rehearsed. And the sad thing is, it sounds like anyone could say it. It isn't personal, and it isn't impressive. To help with this I have contrasting examples of what to do and what not to do. We practiced how to take a question and turn it into a story or experience they could share.
Since I had put together an outline with this on it I knew I would cover the idea of scripts. However, by listening to the group I realized just how important that idea was. So I decided to alter my outline and spend more time in mock interviews to practice avoiding scripts. I feel as though this decision really helped the participants understanding of how to stay away from sounding generic.
The one thing I would change about this training was that I knew the participants. Since I knew them I feel as though they said only good things about me on the evaluations - which was great. But I think there could have been more feedback if I didn't know all of the students.
Challenge: Make sure to listen to the participants. If I listen I will be able to address their needs and they will get more out of the training.
Thursday, November 10, 2011
Motivation
How to motivate.... hmmm.... if I had a solid gold answer for that I think I would be a millionaire. I don't think there's any right answer. However, the good news is I think there are many possible answers for many different situations.
Take for example, students can motivate an instructor to do well in class. Also, an instructor can motivate students. But what really motivates people is when the content is relevant to them. I find this to be true in my life. I want to know why I am learning something and how it is going to be useful in my life. If I like this then other people must, as well. So as an instructor I want to be motivational by providing relevance to the content of the lecture.
I also want emphasize the importance of knowing how we motivate. We as instructors actually teach more than we realize. Our nonverbal gestures speak louder than our actual lecture. As an instructor I need to remember this. I need to be able to keep the energy alive so that the environment is primed for learning.
Throughout the entire readings for motivation I kept thinking back to our control. We only can control ourselves. So if this is the case then I can enable myself to be as motivating as possible. To do this I need to be aware of my nonverbals and make sure the content is relevant to the students. By doing so I am keeping in control of myself and motivating myself to continue as an instructor. Hopefully, I will also be able to influence others in the process and motivate them to do their best.
Unruly Students
There are many different students in all classes, and the funny thing is you never know what you're going to get! In any situation there is only one thing you can control, and that's yourself. You can control what is coming out of your mouth, the actions you do, the behavior you exhibit, the way you teach the class and the way you plan for the class. But overall, those are the only things you can control as a teacher - YOU.
Unfortunately, we cannot control our students. If there's anything I have learned from teaching three years ballet it's that control is never in my hands. I must always control myself and stay calm. By doing this I am able to influence my students and they follow me with ease (most of the time). But the same goes for older students and adult students: we cannot control them, we can only influence them.
There are many ways we can present the content we are lecturing about and each way is going to represent something different to each student. They all have their own perceptions and attitudes towards the material, the other students, the classroom, and myself as the instructor. But what I can do is allow myself to remain calm and in control of my own thoughts, actions and behavior so that I am better equipped to handle any off comment or behavior.
When thinking about this longer I keep going back to the thought that every moment is a teaching opportunity. Even if the content goes off course for a brief moment the way the instructor brings it back is a teaching moment for the students of how to direct conversation. Or even if a student is disruptive - well there are plenty of teaching moments then! But in essence we are creating an environment of learning no matter what we do. If a student is disruptive we can dismiss the student, ask them a question, ignore them and so on, but with each act we are instructing the class on how to handle that situation.
I suppose the biggest thought to take from here is to stay calm and in control of myself so that I can influence others, and also to be prepared to teach no matter what is going on because every moment is a teaching opportunity.
Challenge - Control myself / Influence students. Every moment is a teaching moment.
Unfortunately, we cannot control our students. If there's anything I have learned from teaching three years ballet it's that control is never in my hands. I must always control myself and stay calm. By doing this I am able to influence my students and they follow me with ease (most of the time). But the same goes for older students and adult students: we cannot control them, we can only influence them.
There are many ways we can present the content we are lecturing about and each way is going to represent something different to each student. They all have their own perceptions and attitudes towards the material, the other students, the classroom, and myself as the instructor. But what I can do is allow myself to remain calm and in control of my own thoughts, actions and behavior so that I am better equipped to handle any off comment or behavior.
When thinking about this longer I keep going back to the thought that every moment is a teaching opportunity. Even if the content goes off course for a brief moment the way the instructor brings it back is a teaching moment for the students of how to direct conversation. Or even if a student is disruptive - well there are plenty of teaching moments then! But in essence we are creating an environment of learning no matter what we do. If a student is disruptive we can dismiss the student, ask them a question, ignore them and so on, but with each act we are instructing the class on how to handle that situation.
I suppose the biggest thought to take from here is to stay calm and in control of myself so that I can influence others, and also to be prepared to teach no matter what is going on because every moment is a teaching opportunity.
Challenge - Control myself / Influence students. Every moment is a teaching moment.
Technology in the classroom
Technology - could be just about anything. But when I think about technology I mainly focus on modern day technology such as computers, smart boards, projectors, the internet and so on. But since there are many other forms of technology, such as pen and paper, scissors, colors, chalkboard, whiteboard and so on there are plenty of ways to incorporate technology into the classroom.
As a kid remember always enjoying being able to write on the chalkboard. I felt as though I had something important to do and that I was involved in the lesson. If I can remember that from when I was in grade school then it must have some sort of significant value to it. So in order to get students involved and participating within a training or classroom I, as the instructor, but incorporate technology (like the chalkboard).
There are many different ways in which I could do this. Many students from class demonstrated the positive effects of clickers. Clickers provide an instructor the ability to poll the class to initiate discussion. I like this idea because it gives the students a sense of privacy to participate. Their name isn't on the board, and they aren't the one raising their own hand, they are simply clicking a button. I think this allows them to feel safe to participate because if they get it wrong who will know? Then from there discussion can arise and teaching moments can happen.
I also like the idea of using the internet as a way to involve students from all around the U.S. or the globe. Maybe not even students but guest speakers. When a speaker enters the classroom they usually have something else to bring to the table. So if a teacher could have several different guest speakers come in virtually through skype or whatever it may be the students may have a more broad look on the subject.
On top of modern technology I think using the good old fashion technology of pens, paper and colors is great. When there are tactile objects creativity can flow. As a trainer I will not only use modern technology but also the ones we consider old or not even technology any more.
I want to suggest the importance of using different types of technology for different lessons. For example, the clickers, skype and colors aren't always going to work for every lesson. So for each lesson I prepare I must decide on what will bring about the most discussion, what will work with the content and what will benefit the class.
Challenge - Use different technology on each lesson.
As a kid remember always enjoying being able to write on the chalkboard. I felt as though I had something important to do and that I was involved in the lesson. If I can remember that from when I was in grade school then it must have some sort of significant value to it. So in order to get students involved and participating within a training or classroom I, as the instructor, but incorporate technology (like the chalkboard).
There are many different ways in which I could do this. Many students from class demonstrated the positive effects of clickers. Clickers provide an instructor the ability to poll the class to initiate discussion. I like this idea because it gives the students a sense of privacy to participate. Their name isn't on the board, and they aren't the one raising their own hand, they are simply clicking a button. I think this allows them to feel safe to participate because if they get it wrong who will know? Then from there discussion can arise and teaching moments can happen.
I also like the idea of using the internet as a way to involve students from all around the U.S. or the globe. Maybe not even students but guest speakers. When a speaker enters the classroom they usually have something else to bring to the table. So if a teacher could have several different guest speakers come in virtually through skype or whatever it may be the students may have a more broad look on the subject.
On top of modern technology I think using the good old fashion technology of pens, paper and colors is great. When there are tactile objects creativity can flow. As a trainer I will not only use modern technology but also the ones we consider old or not even technology any more.
I want to suggest the importance of using different types of technology for different lessons. For example, the clickers, skype and colors aren't always going to work for every lesson. So for each lesson I prepare I must decide on what will bring about the most discussion, what will work with the content and what will benefit the class.
Challenge - Use different technology on each lesson.
Life's Kitchen
AWESOME! I loved this experience.
Life's Kitchen provided me with such a new outlook on teaching. In the college scene we are in class for many different reasons (because we want to, because our parents are forcing us, because it's better than finding a job, because it's the next them to do, and so), but in Life's Kitchen the students are there because they want to be there! So when we arrived we understood they were ready to learn.
Now this does not mean that there weren't a few who were a little stand off-ish, because there were. But it does mean that they wanted to hear what we had to say. The few who were a little cautious about participating at the beginning slowly began to feel comfortable. I think this happened when Kristine and I would act out the skit or activity before they had to, as well as when Kristine would give them positive feedback.
The time truly flew by. I knew realized how fast an hour can disappear. So one area we could definitely work on is time management. When there's a lot to cover we need to make sure we stay on schedule. But overall it seemed as though we stayed on the topics that needed covered the most for the longest period of time, which I think helped the students out because we answered their questions right then and there instead of at the end. But to help stay on time in the future I would position myself to where I could see the clock. I sat with my back turned to the clock on the wall, so every time I wanted to check the time I had to turn my attention around. I didn't like to do that because I wanted to stay focused within the group and not alter my attention.
Overall, I think we did a nice job of creating a safe environment, and allowing knowledge to flow. If we go back to teach there I would revise our evaluation forms to a ranking scale instead of a write out. They didn't quite like writing anything down (due to spelling, grammar, etc), so I would change that. Also, I would change the way we did our personal contracts. I would maybe have them write a key word down instead of a sentence.
Challenge - Follow the time & have a time piece in front of me.
Life's Kitchen provided me with such a new outlook on teaching. In the college scene we are in class for many different reasons (because we want to, because our parents are forcing us, because it's better than finding a job, because it's the next them to do, and so), but in Life's Kitchen the students are there because they want to be there! So when we arrived we understood they were ready to learn.
Now this does not mean that there weren't a few who were a little stand off-ish, because there were. But it does mean that they wanted to hear what we had to say. The few who were a little cautious about participating at the beginning slowly began to feel comfortable. I think this happened when Kristine and I would act out the skit or activity before they had to, as well as when Kristine would give them positive feedback.
The time truly flew by. I knew realized how fast an hour can disappear. So one area we could definitely work on is time management. When there's a lot to cover we need to make sure we stay on schedule. But overall it seemed as though we stayed on the topics that needed covered the most for the longest period of time, which I think helped the students out because we answered their questions right then and there instead of at the end. But to help stay on time in the future I would position myself to where I could see the clock. I sat with my back turned to the clock on the wall, so every time I wanted to check the time I had to turn my attention around. I didn't like to do that because I wanted to stay focused within the group and not alter my attention.
Overall, I think we did a nice job of creating a safe environment, and allowing knowledge to flow. If we go back to teach there I would revise our evaluation forms to a ranking scale instead of a write out. They didn't quite like writing anything down (due to spelling, grammar, etc), so I would change that. Also, I would change the way we did our personal contracts. I would maybe have them write a key word down instead of a sentence.
Challenge - Follow the time & have a time piece in front of me.
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