Motivation

I can remember what it was like when i was in a classroom listening to the instructor and comleting fazing out. Why? Now that I think about it, it was probably because I was not motivated, it didn't relate to me. I wonder in the classroom how we can motivate our learners if they are not engaged. I know a few times I have started with ice breaker activities that get us to know each other and our passions and hobbies, things that motivate us. It gets learners at the least, thinking about something that motivates them and gives me knowledge as an instructor, to be able to refer to such things as examples we we continue in the course. Then at the least it peaks their interest at those points they hear something interesting or relvant to them and hopefully can draw them in. Further, we can as instructors always ask them to use their own experiences in assignments or class pastipation as a way to motivate them. I beleive, that if learners can see how the material relates to their life, they are more likely to particpate, because they want to.

Classroom Management

I think one of the toughest parts of being a teacher or instructor is classroom management. I say that because no matter how much subject expertise you have, no matter how many years you have been in the classroom, the only thing that is going to predict how you do with classroom management is your communication and patience. I have found in past experiences that teachers who are more "authoritarian" tend to get into power struggles with students. That is very uncomfortable thing to experience as a learner because the teacher begins to lose credibility when they act authoritarian. What I mean by that is, they are more demanding, can be condescending in their tones, which comes across disrespectful and reflects poorly on the teacher's character. On the other hand I have seen teachers approach the student with respect, and re-direct the misbheaviour, not the student. I think that is a skill in order to be able to do that. For one you have to see the strength in each student, but also patience in communicating that we may not appreciate your behaviour, but we do appreciate you. I think as I go along in my carreer, that is the type of teacher I want to be. Now the question is how will I get there......I think firstly by noticing these qualities is a good step as those are skills I can refine within myself and I can be self aware of. Secondly, I think having open communication and transparency in the classroom is one way to earn respect from the learners. I know where I have always felt respected and my opinion valued, I don't feel a need to veer off into something else. For now, this is a start....

Gaming education

So here is the thing...I here from so many people in general that they are sick of their kids being stuck in front of a tv or video game all of the time and when they try to pull their kids away, it turns into a major battle, one that they often don't win. When I asked these same parents about how they felt about gaming and education and showed them a video from my class. the results were mixed. Some thought well at least the kids are getting something educational out of it, while others were outraged with the idea because they wanted their kids away from gaming, not another reason to be in front of the tv. Personally, in my opinion, we live in a society where both parents usually have to work, and while they are getting things accomplished at home, the tv or video games keeps their kids quiet and occupied. Trust me, there is no judement here, I can't imagine the stress of it. So, knowing this information, its not going to be changing anytime soon, so what else can we do? That is where I think the gaming and education fall together nicely, not as a pimary teaching method, but as ONE way of relaying informaiton in a way that younger learners already know how to understand. Anyways those are my two bits.....

How much control is too much control?

I had recently run across a website that explained how to be effective with group work in the classroom, and the role of the instructor. This website is https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/group-work/implementing-group-work-classroom.

Although at first I thought what a great resource this was to learn from, I found myself debating with myself of why it was so controlling of the group work process. As a learner, I recall experiences of group work where we had to choose our own groups and what direction our project would go it. We had to learn to communicate with each other and divide the work up  ourselves.  Whereas, the University of Waterloo site talks about he instructor diving the groups, setting ground rules for interactions, assign group tasks...etc.

As a future instructor, it worries me, are we taking on too much control and are the learners missing out on learning these valuable tasks on their own because we are taking over the process? I think this will be an ongoing debate with in myself.  But, one thing I know for sure is that I want learners to have to figure things out on their own as well, learn to problem solve, not only within themselves, but with other team members as well. That is how you learn what is effective and appropriate and what is not. What will this look like in the classroom, not so sure yet. But when I know, you will be the first to know!

Introverts, a strength??? Who would have thought......

Introvert people have typically been described as quiet and shy and as something that should be changed or altered to meet the needs of their environment or the people around them.  As Susan Cain explains in her Ted Talks Video, introverts are quieter and more reserved, but they are thinkers and have great potential to give back to the world.  Typically however, we are told from a young age to “come out of our shells” or “be more social”. Being extroverted was something that was more value and encouraged, both in the school environment and in social settings.

Over the last many years of my life, I have started to give more thought to the idea of introverts and challenging the notion of it being not as valuable as an extrovert.  Mainly this is because in my place of work I run across people who are quite and what we call “processors”, in which I am also in that category. Some of those people are the brightest people I have encountered are introverts. Although more reserved, when they have something to offer verbally and socially, it is of great value. 

I think I have internalized the belief from my childhood that being social and more extroverted is given more value than being introverted. It has impacted my life profoundly as I always finding that I am trying to find something to contribute in a conversation or debate, even if I have to force myself. Quite often, sometime later, I come to my real thoughts and ideas on the topic. This makes me believe that I am an introvert, but feel the pressure of being an extrovert because of the value it is given in society. I think if channeled in the right direction, by this meaning given positive reinforcements, it can be a positive connotation in society.

I think by being aware of my own internal struggles and the value of introverts, finding a way in my classroom to support this will be important. I know for myself, in reflection, I wish that there was a safe place for me to have that time and space where I could process and think and then offer my contributions in my way. Keeping that in mind, while in the classroom I think implementing a technique such as reflection is a great way to accommodate both introverts and extroverts learnings. They can choose to write a reflection in that moment (extroverts) or at a later time (introverts). I think another way is when giving assignments, to allow some time before actually beginning them. For example, if we are starting a group assignment. Giving the assignment idea and expectations a day or so before we make the groups could help. This way, it allows introverts to have time to do the thinking, research and processing they need to do so they can bring to the table what they can contribute, confidently. 

Relationships

A recent classroom forum post made me think about the importance of student and teacher relationships in the classroom and the outcome of students learning. I always think back to some of most profound learning experiences and give credit to the teacher just being a good teacher. But I never really though about why I thought the teacher was a good teacher. Looking at it more deeply now, it's because they took an interest in me, in my interests and related my learning to it to capture me. It makes me want to do the same, and it got me thinking how? Of course there are engaging learning techniques in the classroom, but how do I as the instructor build that relationship as well. Something that came to my mind was during activities such as ice breaker activities, to ask personal questions to share information. |Nothing too intimate, but something about their likes, or hobbies and passion. That gives me some insight into them as not only learners, but as individuals. I think also putting in an activity such as a presentation or a reflective piece and having one to one time with each individual opens up doors for dialogue. It shows that I am interested in their learning and their life and getting to them. This helps build relationships. Well. that is all I have for now, but I hope to continue to "build" with the more experience and feedback I get.

Jigsaw video link

My instructional strategy video, enjoy!

https://www.youtube.com/watch?v=KMgv6WBn638https://www.youtube.com/watch?v=KMgv6WBn638

Metacognition

I have recently run across this term of metacognition from an article from PIDP 3250 by Maryellen Weimer, "Three Ways to Help Students Become More Metacognitively Aware". I can appreciate the idea behind it of monitoring and evaluating your own learning, as this has done great things for me....once I learned the skill, which was during my Masters a few years ago. Once you are able to look past the traditional methods of learning stretegies and evualuating yourself, it opens up the door to understanding and interpreting information at a deeper level. My struggle is, as an instructor, how can I promote this in the classroom without the students being more confused. If students come into the class with no practice of reflecting on their learning, self evaluating, or learning how they learn, it can be a daunting thing to ask of this. I think one way I could start is by encouraging learners to be more reflective. By being more reflective, opens up the doors to questions like 'why do I think the way I do". Maybe once you open the doors to that, students can see the internal satisfication as the deeper learning about themselves? I guess this is something I will have to wait and see, and try and tweek from there on....

Learning to Learn...

Learning to learn...probably the most helpful thing you can ever learn about yourself, no matter what you do in your life. Whether it is to learn a new dance, a cooking technique, or a PHD in school, knowing how you learn can help determine how you will do. Personally, I think this is one of the most important things that we should be learning at a younger age, not only as adult learners when we seek the opportunities to further our adult education. Just think, if we knew now what helped us learn, maybe 10 years ago, how much less painful could school have been? For me, it would have been way less painful! It was not until my 3rd year of university that an instructor challenged us to learn how we learn that I realized, lecturing and memorizing didn't work for me. My grades were probably reflective of that. I learned I learned best by observing and doing myself. This caused me to open up my way of thinking in different courses in the future. It taught me to support myself, as I had to develop stories, case studies, and examples to help me observe and do for myself. So what is something that I heavily encourage my students in the field, learn how you learn! Sometimes that means myself trying different techniques to give them the opportunity to see what works for themselves so they can arrive at a conclusion on their own..best idea is when you come to it yourself right? Right!

Flipped Classroom or Flipped Learner?

I've been learning about the concept of a flipped classroom lately. I must say I absolutely love the idea. What captivates me about it is the idea of mutual responsibility and trust in each other to teach and learn from each other. It helps a classroom break barriers and become comfortable with one another as they share ideas and information with each other. The only thing I worry about is people's levels of practice with a flipped classroom. It can be a a great learning curve to learn the skills of being able to be a self directed learner and taking part in teaching others. However, it can be a new concept as well, that if not learned properly, could be a confusing and complicated process for the learner. So I think before flipping a classroom, I will need to flip the learner first, to ensure that they understand the principles of a flipped classroom to ensure the safety and success of the class.

week one....

Although I heard of the term "self directed learner" before in the the first 2 courses I have taken", it has only started to sink in recently. I realized that if I didn't know who I was and why I was taking this program, it would be a confusing and complicated program for me. But because I know what my focus is and that I want to teach it, I can relate it to my real life experiences, in every course I take. I think that is the greatest strenght of this "seld directed learner" concept. I am in charge of what I learn and how to apply it. At the same time, that can be a challenging task at the start of it because my whole life I have been told what to study, what to look for, and how to apply it. Putting it into my own perspective with my own creative ideas was a foreign idea to me a few months ago. But now, its something that is exciting and I look forward to implementing in my own practice.