"Learning only by experience, without the benefit of structured education or training, is a slow 'hit and miss' process." (Klatt, 1999, p. 57). This sentence suggests that even though the best knowledge comes through experience it can take a long time to gain the knowledge and sometimes you won't gain it at all.
Throughout this chapter the author makes reference to how people learn best and how to facilitate that as a trainer/instructor. It makes sense that people do learn best through doing and experiencing. But how often do we venture outside of our box to learn something new on our own? Typically, we fall into habits and from that not much learning can take place.
I found this exceptionally intriguing due to the nature of some students I have been in contact with recently. They seem to expect knowledge to be handed to them, and if it doesn't fit within the context of their life then they're not going to make an effort to understand it. I believe this type of characteristic could be a potential flaw in quiet a few people. If we don't experience it, but yet we sit in a classroom then by all accord we should be more knowledgable. If it takes any extra work at all to conceptualize the information then we just won't do it. Later in the chapter it talks about how important it is to go through all different steps of learning - focus, strength, integrate, generalize and act. It seems to me that these students, in particular, are stopping at the focus. They seem as though if they focus in class all of the other steps should magically happen. Unfortunately, it takes more than that. To learn a new concept we must go through all of the steps.
So I wonder how can I truly make this process more tangible for students? Chapter eight does a nice job of demonstrating ways to make the information more appealing. This could be done by using electronic flip charts, white boards, slides, TV's, computers, etc. There are many ways to integrate stimulating visuals to help with the concept.
I believe this is a great tool for helping students get through all of the phases of learning and to help them create better habits. However, I am curious to know if some students are a little more... lazy... (for lack of a better word)? I am thinking I could do all of these tips. I could do a tap dance while instructing to make it entertaining, but if students expect knowledge to immediately sink in and change their habits then are they really going to stick with the process to make sure they understand it if it doesn't immediately sink in? Or is that my role - to make it immediately sink in? I feel as though I can facilitate and instruct to the best of my ability by using visuals, making it active, and pulling from my past experiences and theirs. But as much as I try to hit the hammer on the nail doesn't it take effort on their part, as well. They need to think about the information and truly make a change if they want to retain it and use it. I suppose there's many answers to this. What do you think?
Wednesday, October 19, 2011
Not everyone will be pleased...
This blog is just a little note for myself.
It's so easy to get carried away with a class or idea of a class and think everyone will love it and you. But what I have to remember is I can't please everyone all of the time. It is a matter of choice. People will choose to participate and learn or they won't. I can do all in my power to make the atmosphere a creative and safe environment. But still I can't control everything. So event though planning and preparing can be the foundation for an excellent experience I have to remember the students still have a role to play, as well.
(Dr. Reeder, if you would like to know more details I am happy to share).
It's so easy to get carried away with a class or idea of a class and think everyone will love it and you. But what I have to remember is I can't please everyone all of the time. It is a matter of choice. People will choose to participate and learn or they won't. I can do all in my power to make the atmosphere a creative and safe environment. But still I can't control everything. So event though planning and preparing can be the foundation for an excellent experience I have to remember the students still have a role to play, as well.
(Dr. Reeder, if you would like to know more details I am happy to share).
R.A. Training
Last Friday I attended an R.A. training. It was a small group of students, and one facilitator. There were two aspects that really struct me - One had to do with the students, and the other had to do with the way the training was oriented.
First of all, the students sat far away from the trainer. It reminded me the first day of college when no wanted to sit in the front because they were scared of what might happen. Since this was the case, the energy of the room was off, as well. It seemed as though there was a disconnect between the students and the trainer.
Maybe part of this 'off' experience was because it was different that what I was expecting. In these types of trainings I expect the trainer to talk (almost lecture) and for the R.A.'s to take notes. But it wasn't like that. I want to say it was better than that; however, with the small class size and the type of energy in the room the activity that was done almost felt like pulling teeth, or like the students were just passing time to get in their recommended hours for being an R.A. They were told to reflect personally and to write. So most of the time the R.A.'s were very intRApersonal. So the hour seemed to drag on for quiet a while. Possibly this activity could have worked better with a larger group, or after a fun presentation. However, the way it flowed seemed awkward.
To plan for this type of situation I would read my audience. First of all, it was at the end of the day... on a Friday... and very few students were there. In my mind that would register as they do not particularly want to be there. If so, then I would have done something energetic and fun to start of the training. I would have gotten them up, moving and interacting. Then maybe I could have incorporated the reflective learning at the end before the time was up. But I think by reading the audience the hour could have been more than what it was.
First of all, the students sat far away from the trainer. It reminded me the first day of college when no wanted to sit in the front because they were scared of what might happen. Since this was the case, the energy of the room was off, as well. It seemed as though there was a disconnect between the students and the trainer.
Maybe part of this 'off' experience was because it was different that what I was expecting. In these types of trainings I expect the trainer to talk (almost lecture) and for the R.A.'s to take notes. But it wasn't like that. I want to say it was better than that; however, with the small class size and the type of energy in the room the activity that was done almost felt like pulling teeth, or like the students were just passing time to get in their recommended hours for being an R.A. They were told to reflect personally and to write. So most of the time the R.A.'s were very intRApersonal. So the hour seemed to drag on for quiet a while. Possibly this activity could have worked better with a larger group, or after a fun presentation. However, the way it flowed seemed awkward.
To plan for this type of situation I would read my audience. First of all, it was at the end of the day... on a Friday... and very few students were there. In my mind that would register as they do not particularly want to be there. If so, then I would have done something energetic and fun to start of the training. I would have gotten them up, moving and interacting. Then maybe I could have incorporated the reflective learning at the end before the time was up. But I think by reading the audience the hour could have been more than what it was.
Teaching Philosophy - I Make a Difference!
Who am I? What kind of teacher/instructor/trainer am I? Am I strict, kind, friendly, inspiring, passionate? Do I want to change lives or change minds? These kinds of questions are what entered my mind when thinking about my teaching philosophy.
Then, trying to put down in words how I want to teach was harder than I thought it would be. I think what I am finding hard is isolating and narrowing down key topics to focus on. There are so many qualities that make an excellent instructor... and I want to possess them ALL! I suppose that is unreasonable. However, that's how I feel.
The main topic I have decided to use as my theme is a comedian. He speaks about what teachers make, and in his mind they make a "God damn difference." The way he details his speech really inspires me. "I make kids question. I make them criticize. I make them wonder." These words have an impact on me. The only problem is I'm not sure about the "God damn difference" line. It has a flow and punch to it. But I'm not a person who usually curses, or even a person who would write a swear word in a professional paper (such as a teaching philosophy). To make it more of who I am, as well as professional, I will more than likely take out the "God damn" instead I will use "Teachers make a difference."
Then, trying to put down in words how I want to teach was harder than I thought it would be. I think what I am finding hard is isolating and narrowing down key topics to focus on. There are so many qualities that make an excellent instructor... and I want to possess them ALL! I suppose that is unreasonable. However, that's how I feel.
The main topic I have decided to use as my theme is a comedian. He speaks about what teachers make, and in his mind they make a "God damn difference." The way he details his speech really inspires me. "I make kids question. I make them criticize. I make them wonder." These words have an impact on me. The only problem is I'm not sure about the "God damn difference" line. It has a flow and punch to it. But I'm not a person who usually curses, or even a person who would write a swear word in a professional paper (such as a teaching philosophy). To make it more of who I am, as well as professional, I will more than likely take out the "God damn" instead I will use "Teachers make a difference."
Wednesday, October 5, 2011
Ultimate Training Workshop Handbook - Continued
In chapter six we are introduced to how to prepare for a training workshop. One quote I really loved from this chapter is as follows, "In the final analysis, you are accountable for the success of your workshop or training-program design." (p. 179). This is so TRUE! I am one of those over-prepared presenters (it gives an example of one of those in chapter seven), but I really do try to cover all my basis. I do this because it is up to me to make sure the workshop is successful. I want to make sure everyone gets something out of it, and people don't feel as if they have wasted their time. I have been to many classes, workshops and training sessions where I literally counted the seconds go by. I don't want to be one of those instructors. I want to lead with organization, precision and entertainment. And I believe that's what this chapter was talking about - you need to be able to set an agenda for your workshop so people don't feel as if you are flying by the seat of your pants. Also, you need to make sure you think of everything you want to be in 'control' of, including the room arrangement. This section intrigued me because I can feel when I am not engaged as a listener if I am not in a proper spot in the room, and I can also tell as a presenter if people aren't paying attention because they are not placed appropriately in the room. I don't think there is a right way for every training workshop or classroom because different students need different environments. I am thinking of Life's Kitchen, the non-profit Kristine and I will presenting in, I think they need to have more a circle atmosphere. If we were to put them into rows it would feel stuffy and too traditional for the type of learning we want them to be involved in. Also, I think with this group if we were to place them in rows or behind tables we would have physical barriers between us and them, and I don't want that type of impression for our presentation.
Obviously, the book is correct - you must be prepared. Like I said earlier I want to be organized, precise and entertaining. And truly, I don't think I could be precise or entertaining if I weren't organized.
Obviously, the book is correct - you must be prepared. Like I said earlier I want to be organized, precise and entertaining. And truly, I don't think I could be precise or entertaining if I weren't organized.
Beginning of the Ultimate Training Workshop Handbook
Throughout the selected readings of the Ultimate Training Workshop Handbook we really focused on bringing who you are to what you do. To emphasize this Dr. Reeder had us play a little game where we revealed our most personal values. It was a great activity in the sense that it made us think about who we really are and how it will benefit a classroom or training setting. The value I picked as my number one was peace. I have known for quite a while that peace is a value and code of life for me. However, when I began to think about my life to think point I realized that the peace I receive from teaching little dancers ballet is the whole reason why I do it. At times the job will seem like it is way too much to handle, but when I step foot into the studio I am filled with peace from my little dancers. At that age you know how much they look up to you - they have no filters. As a result I am constantly smiled at, told I am loved, they listen to my directions, and they have no nasty words to say. I am truly filled with peace when I experience that. And that's probably way I keep teaching tiny ballerinas. Not because the money is good, or the hours, or even the bosses. It is truly because of my core value sticking out in the studio.
What I want to be able to do now is bring that sense of peace into a university level atmosphere. I think with older students it's hard to find that peace. They continually have reservations, and it's hard to go around those at times. But I think what I need to do it find my peace from within and let it guide me as I'm leading a classroom or a training workshop. If I am calm and at peace then I am in control of the situation, and can manage my time, energy and intelligence in the direction it needs to be.
What I want to be able to do now is bring that sense of peace into a university level atmosphere. I think with older students it's hard to find that peace. They continually have reservations, and it's hard to go around those at times. But I think what I need to do it find my peace from within and let it guide me as I'm leading a classroom or a training workshop. If I am calm and at peace then I am in control of the situation, and can manage my time, energy and intelligence in the direction it needs to be.
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