Aspects of Teaching - Essay Example

Reflections on an Effective Teacher/Mentor (1b) Effective teachers must understand how to effectively mentor their Although there are times when the teacher and student will speak one on one, the majority of the time, students will be involved in a group process. When a teacher understands group process, they are able to act as both a mentor and a facilitator of the group as well as the teacher. This means that the teacher is able to function in many roles while they are teaching a course. This also means that a teacher must have the ability to communicate well with their students and create the opportunity for them to learn. Communication and Teaching Communication is a very important aspect of teaching because it is the major way in which teaching occurs in a face-to-face classroom. Within a classroom, verbal and non-verbal communication are involved and the teacher must understand how to deliver information to the student in written and oral communication. In fact, Littlejohn (2002) suggested that language was the largest way of delivering communication. A teacher must be able to watch a class from a distance and from an intimate position. When they are in the distant position, they are watching the body language of their students to see how they are processing the information. They are also examining the body language to see whether students are engaged or bored. In the intimate position, they are engaged in teaching and learning form their students. They are aware of their own body language, making sure that they are open and not closed off from their students. Learning Strategies and Adult Learning Although it is obvious that learning strategies are at play when adults are learning, there are many strategies available for teachers to use. Teachers choose strategies based on a variety of factors. Jones (2002) states that one strategy is the use of direct and indirect communication. Direct communication is used to give feedback, or to give constructive criticism. Indirect communication is done through the materials used in a class. As students read the materials and digest the information, they are being communicated with in ways that the teacher can only guide. Another strategy is reflective learning. This strategy works well when teachers want to make sure that students are retaining the information. This also helps them reflect on their lives and how their unique experiences add to the class. Warhurst (2008) studied reflective learning and suggests that reflective learning has many facets for both the teacher and student. One facet they found was that the more reflection that was used, the more students have an opportunity to advance their understanding of the concepts being taught. Reflective learning for the lecturers in this study was also important because it gave them an ongoing way to adjust the class where necessary. Adding to this discussion, reflective learning supports the achievement of the syllabus goals in the classroom, especially if there is some type of written reflection required. Process of inquiry is another learning strategy that some teachers use. Carnesi and DiGiorgio (2009) researched this concept for adult learners. Through this process, learners are more engaged in the process of research and they learn to critically think. This process also helps students learn at a higher processing level and they are able to find "more varied and appropriate resources (Carnesi and DiGiorgio, p. 32) as they continue their researcher. An interesting aspect of this strategy is that it also teachers a method of problem solving that students can use throughout their lives. Although this researcher has not attempted this strategy in this way, it seems like one that should be investigated more thoroughly. Theories that Support Group Process Groups are an very important part of classroom teaching and they must be monitored well. In the process, there are several theories of adult learning that support group process. Cooperative learning is one that is important because it uses interdependence as a way to assist learners in learning (Mednick, 2006). In the classroom, cooperative learning is important because it adds to the students learning experience by exposing them to more than one idea at a time. Students learn how to delegate their assignments when they have group projects. Outcome based learning is also an important theory because it brings together specific goals and objectives that the learners can use throughout their lifespan (Mednick, 2006). Fink (1999) researched the theory of active learning. This learning theory says that learning is always taking place and there is some kind of experience that is either categorized as experience or dialogue. Dialogue includes "dialogue with self" or "dialogue with others" (Fink, p. 1). Dialogue with self happens when the learner reflects about their topic and decides how they should work with it. Students think about what they have learned and how they are learning and then transfers the knowledge they have to their own lives. Dialogue with others happens as learners are observing each other, observing teachers, or by observing professionals in specific jobs. Active learning is an important part of a classroom and it must be monitored by the teacher. The teacher acts as mentor in this situation to watch students and make sure they are taking in the information. Markin and Marmarosh (2010) bring adult attachment theory to group process. Although they researched this theory with therapy groups, in some ways this theory can also be applied to any type of group. This theory talks about interpersonal relationships and is based on John Bowlbys work. Bowlby believed that human nature is interpersonal and that psychological challenges happen when there is a deficit in the early years of a childs life (Markin and Marmosa, 2010). This can be a challenge in a classroom when students are working together and some have difficulty connecting with others in the process of the group. Sometimes students struggle to become a part of a group because of their own attitudes and challenges which can have a basis in their attachments to others. My Reflection on My Teacher as Mentor When I approach my classroom, I realize that each student needs to be engaged in learning in order for them to effectively learn. I am very aware of my role as both teacher and mentor, especially in different roles I take on within the class. As an example, when students first enter my class, I am acting as a mentor. I have them take the Predictive Index, a survey that helps me identify and understand each students personality and learning style. This instrument takes about five minutes for them to fill out and it gives me an opportunity to have my first observation of them. I can then move forward into the teacher role when I am instructing and giving them the necessary information for the class. Later, I am in the mentor role again, when I hold the weekly meetings with them. These weekly meetings give me a chance to work with them in a different capacity than as teacher. I can mentor those who are having problems and push those who are ahead. All of these roles I believe make me a more effective teacher. I use the Predictive Index in many different ways. Initially, it gives me an advantage in teaching and mentoring because it helps me see where my students are in terms of their potential and motivation. I also use the survey to make sure that I am communicating accurately in ways that they can understand me, and that my mode of facilitation the class is the most effective and a match with their learning style. By understanding the students and continually checking in with them, I understand how they are doing each week and am able to facility a well organized class. Although I consider myself a Constructionist, I do rely heavily on David Kolb and Kurt Lewins work. Both of these men utilized adult learning theories in their work. Kolb (1984) used Lewins Cycle of Adult Learning Model and I find it an important one to use. Kolb also wrote about experiential learning with Roger Fry. Kolb and Fry (1975 as cited in Smith, 2001) saw a learning cycle that started with concrete experience, moved to observation and experience, moved next to abstract concepts and testing in new situations (Smith, 2001). These concepts are very apparent in my class and as Kolb and Fry suggest, the cycle of experiential learning can start at any point. I believe that my work in healthcare has also impacted my teacher as mentor. I tend to be in a more mentoring role when I am working with co-workers. Sometimes I am instructing them, but generally, I attempt to help them develop their skills for whatever area they have chosen to work within. References Carnesi, S. and DiGiorgio, K. (2009). Teaching the inquiry process to 21st century learners. Library Media Connection, 27 (5), 32-36. Retrieved June 22, 2010 from Academic Search Premier database (AN: 37588576) Fink, D. (1999). Active learning. Retrieved June 22, 2010 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/acti ve.htm Jones, K. (2002). Report of research: Adult learning strategies and settings used to acquire specialized professional knowledge. Retrieved June 28, 2010 from https://scholarworks.iupui.edu/ bitstream/handle/1805/409/ Jones%20K%20.pdf?sequence=1 Littlejohn, S.W. (2002). Theories of human communication. 7th edition, CA: Wadsworth. Markin, R.D., and Marmarosh, C. (2010). Application of adult attachment theory to group member transference and the group therapy process. Psychotherapy: Theory, Research, Practice, Training, 47 (1). 1110121. doi: 10.1037/a0018840 Mednick, F. (2006). Instructional theories. Connections. Retrieved June 25, 2010 from http://cnx.org/content/m13291/latest/ Smith, M.K. (2001). David A. Kolb on experiential learning. Infed. Retrieved June 29, 2010 from http://www.infed.org/biblio/b-explrn.htm Warhurst, R. (2008). Reflections on reflective learning in professional formation. Studies in Education of Adults, 40 (2), 176-191. Retrieved June 22, 2010 from Academic Search Premier database. (AN: 36526889). Read More