There are many ways that teachers are able to develop their instruction, video taping oneself and reviewing it is one example of an effective self-evaluation technique. Take a look at my info-grapic for more information.
Coming into the Provincial Instructor Diploma Program (PIDP) with a Bachelor of Education degree, I had some experience with lesson planning and need for self-reflection in your practice; however, my focus through my degree had been pedagogy. As I am now also working with adult students, teaching them how to support students with language based learning disabilities, I found the information on andragogy very beneficial. Adults learn differently and have different expectations than children, and their instructor should be well versed in how to best support them. One of the aspects I have found most useful when teaching adults is the importance of student feedback, formative and summative. As many of our students have some prior knowledge when entering the classroom, the teacher must take this into account and draw on their expertise. Throughout the course, it is imperative that the teacher continue to inquire how the students are doing, what they are understanding and what they need more support with. Throughout the PIDP I have really appreciated being able to develop some resources that will enable me to query my students and continue to provide the best learning environment for my adult students.
Netvibes are a great way to quickly access and review RSS feed from news sites and blogs that you follow. Visit my netvibe at http://www.netvibes.com/rnorquay to keep informed about professional practice, classroom management, technology in the classroom, and curriculum content.
Please let me know if you have any suggestions of additional blogs that you follow.
As time passes by, the world around us continues to change; technology develops, new information is discovered regarding our teaching topics, society changes… If we do not also change, our classes will become stale and outdated. Besides this, no one is perfect and can always learn something new, and valuable, whether it is about their teaching topic, their students, or even themselves.
Within the classes I teach, the population is often comprised mostly of educators, and some parents, who are hoping to enhance their ability to provide multisensory structured language instruction to their own students or children. Many of these participants attend classes after school and on weekends, and must pay for the courses themselves. Their dedication to continue to develop their skills to support their students best is inspiring.
As a lifelong learner myself, I know that there is so much for me to continue to learn and it is always so exciting to learn something new and be able to apply it effectively to your classes, or life.
Having little experience with online learning previous to this class, I always thought that although there is more flexibility for studying and completing assignments within times that are convenient for the student, I was under the impression that students completing these classes would be feel isolated. Therefore, I chose to complete all of my PIDP courses in a class setting. Although this meant driving 45 minutes each way to classes, I enjoyed the social aspect of the face to face classes and thought that the interaction and discussions that evolved were essential to my learning. Having now experience online learning first hand, I realize that authentic interaction can be relevant within an online classroom/course and lead to augmentation of the student’s learning and understanding of the material.
As Brookfield recommends in his chapter “Teaching Online” in The Skillful Teacher, it is a valuable experience to attend at least one online course before presenting one yourself. It can be invaluable, allowing you to acknowledge what the online student feels and possibly eliminate some of the difficulties that might occur.
Brookfield, S., (2006). The Skillful Teacher: On Trust, Technique and Responsiveness in the Classroom. San Francisco: Jossey-Bass.
Jacob Spradlin M.Ed. spradlin@shsu.edu Assistant Director of Training and Development
Source: Infographic: 5 Strategies for Success when Teaching Online with an Example of Each
Accreditation can be defined as “to certify (a school, college, or the like) as meeting all formal official requirements of academic excellence, curriculum, facilities, etc.” (http://dictionary.reference.com/browse/accreditation)
Schools and organizations require accreditation in order to guarantee qualitative expectations are being met. As a certified teacher and Orton-Gillingham practitioner, I had to apply and obtain certification through two separate organizations. In each instance they required documentation to assert that I had completed fully accredited courses. This documentation informed both regulatory bodies, the B.C. Teacher Regulation Branch of the Ministry of Education and the Canadian Academy of Therapeutic Tutors (CATT), that I met their standards and would be a suitable educator within the schools within B.C. or to work with students who have language based learning disabilities. Courses and programs are accredited to ensure that the information presented meets expectations and is similar to others like it, provincially, within the same country, or world-wide. Without this accreditation students may not be able to transfer credits, become certified through governing bodies, or be eligible for positions within their field of work.
This has been a current issue with the Law program at Trinity Western University (TWU) in B.C. The Christian university has been denied accreditation, not due to the courses and program but because acceptance to the school requires students to sign a covenant that discriminates against same-sex relationships. TWU is still able to open a law school if they like; however, graduates would not be eligible to be called to bar.
Throughout my education degree, the word ‘lecture’ has been like a dirty word. Presenting lessons that are more ‘interactive’ with students taking a more hands on role in their learning. Reading Brookfield’s chapter “Lecturing Creatively” in The Skillful Teacher I learned that deliberately introducing periods of silence, having students work in buzz groups, lecturing from different positions around the room, and breaking the lecture into 10-15 minute chunks can be interactive and support student learning just as well as hands on learning when used correctly. As there are sections of the classes that I teach that require to be presented in lecture in order to avoid confusion of the heavier material, I found this comforting and look forward to working on breaking these lessons into chunks and presenting more pointed questions more frequently and allowing for periods of silence during these times to engage those students who benefit from more think time.
Brookfield, S., (2006). The Skillful Teacher: On Trust, Technique and Responsiveness in the Classroom. San Francisco: Jossey-Bass.
Ethics has been a point of discussion within all PIDP courses. Although some courses focus on this topic in more depth than in others, I think it’s great that there is such an emphasis on professional behaviour within the classroom. As the director of a centre and as a teacher of all ages, it is a major concern that students and families be treated respectfully and that confidentiality be of consideration at all times.
I have fortunately not had to worry about this within my work place to any extent so far, but am always aware of the ramifications unprofessional behaviours and/or decisions might have on the individual and the business.
When looking for incidences of unethical behaviours in the media, I found it difficult to find many examples. Are there not many cases of unethical/unprofessional behaviours, or have they been successfully kept out of the media.
I appreciated Brookfield’s feelings of inadequacies due to students’ resistance to learning within the classroom. It was refreshing to hear another teacher reflect on how they feel when students sit in the classroom clearly uninterested in being engaged. Although this may be due to ineffective teaching, at times no matter what you do to draw them in so that they will better understand the material, the student chooses not to become involved. Brookfield relays that this may be due to their poor self-image as a learner, fear of the unknown , normal rhythm of learning, disjunction of learning and teaching styles, apparent irrelevance of the learning activity, inappropriate level of learning, fear of looking foolish in public, and fear of cultural suicide. Within my classes, I have seen each of these students; some of whom have become more involved once supported, while others have not. As Brookfield notes, although this may be frustrating, if you have done all you can to engage them then they are adults and it is up to them to move past their issues; and if they cannot then there is nothing you can do.
Brookfield, S., (2006). The Skillful Teacher: On Trust, Technique and Responsiveness in the Classroom. San Francisco: Jossey-Bass.
Issues in Adult Education 