Blog 5: Learning/Teaching Styles...

Looking at how educators may have their simple plans and actions to teach their students or employers with their staff, it may appear as cut and dry with the efforts. However, not all students and staff members comprehend and learn the same. Seeing that I am not teaching (yet), I am unable to get students to take the exercises, but I did have a few family members participate with it and input their own reflections on it. Each person’s results showed the variances between skills, but did express the ideal concept that each one were to learn from their specific skill. There were those that said that they were only geared to a certain learning style; whereas, others claimed they would have no issue with trying or attempting to learn a new skill, but with much more practice and instruction. This has been the case in my previous teaching experiences because as a well diversified and well-rounded type of teacher, I am able to adapt to all styles. I cannot say, honestly, that I am the perfect instructor, but I have come to learn that being stuck in your ways of teaching to various and numerous types of learning styles will only hinder your students (or staff) or have them with limitations that prevent growth or learning capacities. Being a teacher does not mean to just read and have the students say “ok” or give them the assignment and expect them all to have it done to the standards, or even exceed them. Taking the time to adjust and modify your implemented teaching style will have a greater impact of all of the students. Even when there are students that may have problems or difficulties, the style can be adjusted again to see another approach for success, for you and the student; whereas, if the style may seem pointless or too easy for others, then the style can be augmented to heighten the teaching and learning styles altogether. What makes these ideas much more meaningful is the fact that when the need to learn and the want to teach all match, then the desire to learn becomes second-nature. It is not justifiable to manifest a simplistic or generic agenda for the students; furthermore, it is similarly unfair to ask the students to gather and process this type of information and other activities in the same manner. Teaching is for the students, but identifying how to reach the entire class is much more satisfactory compared to concentrating on those that excel or those that are falling behind and struggling.

Blog # 4: The First Day of Class

Unfortunately I have yet to experience any first day of class since our last session; however, I have been an instructor in the Allied Health field, as well as the military, for many years before moving here to El Paso. Even though I had many years of strong and intense instructor training in the Army, teaching in the civilian sector has been totally different. Having students (troops) in the military is not as nerve-wracking, no matter what day it is because there is no misinterpretation of what was told and what was expected to be accomplished. No questions or quarrels. When I did teach classes for vocational colleges, I had various and numerous tactics to open the first day of class. I did have a generalized outline of my expected coursework and agenda of objectives, but the initial approach was not as easy as "Hello, let's get started". In similar fashion to chapter 7, I have used different icebreakers to avoid compromising the monotonous in classes. These students would rotate through their sections and if the word got around of the basic expectations or routine, then I would be as bland as the instruction. As if it were a meal without any condiments, no spice to life! The chapter goes on to point out a variety of information that is essential in getting to know your students and the course information. When I first started out, I was very nervous and my stomach was turning over because I was afraid of going overboard with my military attitude and demeanor. These kids could also tell, right away, if the teacher is nervous, not having any confidence, or lacking in knowledge, so I had to adjust my approach in order to accommodate the feelings and the business of the day. The first class was seemingly longer than any other class I have taught, but I did survive. As always, I had prepared the class with all the pertinent information on the board and proper documents to hand out, but I also included a quote of the day. When the students began to enter the classroom, I greeted them with the appropriate salutations, but never mentioned my name. I did however, validate the class name and room number as well as asked them to take a seat wherever they liked. The school had assigned class schedules and classes, so as the class was to start, I finally closed the door and immediately asked that if everyone would please stand up. I asked for them to count off from one through six; furthermore, as they performed this task, they were then requested to organize themselves into numbered groups/circles and that one member from each circle pick up one roll of yarn. As they gathered around, the first person with the yarn was to ask a question (what is your name, why are you in this program, and what do you plan to get out of this) and then toss it to that person they asked. The yarn made its rotation throughout the group as the circle began to have a web of yarn from lots of questions of "getting to know you", just like chapter 7 indicates as an icebreaker option. This got the class much more interested in wanting to know more from others in the class. It was a positive event, and definitely cleared the air a bit, especially for me. As the icebreaker was completed, they sat down and was asked to reflect on this. Afterwards, I began to introduce myself and start off with a brief and personal story of myself. These were inner-city students with various and troublesome backgrounds, such as gang members, single mothers, homeless, battered woman, and others with family/school issues. I gave them some insight of my history and how it related/correlated to them and their lifestyles, which enlightened them on how success can come from all types of sources and avenues of choice. They were really intrigued and according to their reactions, they felt that this environment was different compared to their normal classes of boredom or 'blah-blah-blah' from other classes/instructors. The next portion of the class was designed to have a few students stand up and read/interpret the quote of the day's meaning. As each student said their piece, I wanted them to express how this may have any relation to them or life experience(s). This was the down slide of nervousness and anxiety because I was more at ease and much more relaxed in my voice and posture. The chapter tries to incorporate the aspects of how to obtain information and the relaying of class instruction, but it does not seem to fit with all types of classes. The variances make it more feasible and plausible to reach the students and accomplish more for the day, and throughout the entire course. After all the logistical, instructional, and other activities for the day were coming to an end, I required that the students would reach out to a classmate at their table and exchange personal information. This designed task served the purpose of being "study-buddies" for the course, and it held each partnership accountable for all assignments, performances, missed work, and to handle/maintain attendance. Once this happened, I then gave them their assigned homework of certain readings, vocabulary/terminology,and concepts, but I also wanted them to have the chance of reflecting on the day's happenings and how they looked upon it as a positive or negative outcome (and why). These works were to be accomplished by the next class, but more importantly, each student was to present this reflection paper in front of the class. I noticed that the majority of the class liked this and by the looks of their interactions and responses, it appeared that this was reaching the students very well. When the seriousness and intensity wore off, the students seemed more relaxed (as did I also) and their involvement proved that the information and class instruction was well worth the effort, on both sides. I have to say that my experience matched the chapter's outline, but I did not have any idea of other options to utilize for the first day approach, such as the common sense inventory, scavenger hunt, or problem-posting. This is a very informative chapter and it goes to show that not everyone has the same ideas, but it does show that others can learn from this chapter as well as their leaders and peers.