Enabling Others in Teaching - Essay Example

? Enabling Others of the of the Concerned 2 June Enabling Others Introduction Practice teaching is a primarycomponent of most of the training in the field of social work. It is a highly skill based and knowledge oriented task, which requires an ability to deal with many complex issues on a daily basis. Practice teaching has varied aspects. A practice teacher is not only a quintessential bridge between the theory and practice of social work, but is also required to grapple with the various organizational aspects of social work (Doel & Shardlow 2005). And above all, the most important duty of a practice teacher is to develop a strong value base in the social work students under one’s tutelage. Such an endeavour requires an ability to facilitate motivating and interesting learning opportunities for the students. A practice teacher is often required to lead by example, so far as the task of adhering to fundamental skills and values of positive social work in the face of ever present and fast altering organizational structures and resource constraints is concerned (Doel & Shardlow 2005). Practice teaching is not merely confined to a mechanistic assessment, but is a responsibility highly dependent on a continuous skill accumulation and an ability to access and analyze a range of information and data on a daily basis (Lawson 1998). Though in the contemporary context, the role of a practice teacher is increasingly subject to change, it would not be wrong to claim that the practice teachers do have a pivotal role to play in the future of social work. Teaching Adult Learners Being an effective practice teacher requires being conversant with the apt adult learning theories and an ability to understand as to how the adult students learn and respond. Most of the adult students are endowed with many abilities and do prefer to perform by using their own innate talent (Merriam 2001). Hence, a practice teacher is required to act more as a facilitator with a thorough knowledge of the skills required to engage the adult students in the learning process. It is vital for a practice teacher to solicit the students’ views and perspectives regarding varied tasks and to allocate to them those tasks and responsibilities that are in consonance with their aptitude and interests (Merriam 2001). It really pays to allow the participants assume group leadership and responsibility while retaining a mentoring eye and approach. Merely trying to provide the adult students with dry facts, data and information proves to be counterproductive, unless it is not accompanied by a positive encouragement to use their own knowledge and research skills (Jackson 2009). Above all, a practice teacher is always bound by the specific responsibility to convince the students that the skills and the training being impacted by one will effectively help them achieve their goals in the long run (Woodard 2007). Not holding an appropriate sense of respect towards the adult students is the biggest mistake that a practice teacher is often prone to make. It is essential for a practice teacher to respect and acknowledge the rich experience that a participant brings to a situation and task (Brookfield 2005). Adult students should preferably be treated with a sense of equality and respect in the context of their knowledge and experience and must be allowed to freely express their opinions regarding goals, aspirations, situations and issues (Brookfield 2005). Besides, the main thing that needs to be remembered is that adult learners are always pragmatic in their approach towards skills and knowledge accumulation. Hence, they concentrate more on those knowledge and skills that is of immediate relevance to their goals and objectives (Foley 2004). Their attitude towards knowledge is defined by practicality. Therefore, it gets very important for a practice teacher to explain to the adult learners as to how the information and inputs being impacted by one will help them in the actual job scenarios (Foley 2004). As already said the adult learners are mostly relevancy oriented, therefore it goes really well for a practice teacher to extend to then the valid reasons for learning something or acquiring a new skill. It is quiet good of a practice teacher highlight the salient objectives before any task or session. People tend to perform more readily in an environment that acknowledges and respects their life experience and views. Over the course of practice teaching it was observed that the adult learners do always and invariably have access to practical knowledge and life experiences by the dint of their past education, work and job related responsibilities and activities and family responsibilities (Kennedy 2003). So the main challenge before a practice teacher is to help them connect their past knowledge and experiences to the immediate learning objectives and goals (Kennedy 2003). Thus, a practice teacher needs to be perfectly thorough regarding every learner’s background, past experiences, academic achievements and practical knowledge that is of immediate relevance to the envisaged learning goals. Not only the participants must be validated for their past experiences and achievements, but also the care must be taken to relate the theories and concepts to the participants (Corder 2002). Social work is a job that takes place in a practical environment and is associated with actual issues, responsibilities and aspirations. So it really helps if the participants bring in the wealth of experience and knowledge to the actual vocation they have chosen. It has often been noticed that when an adult learner enrols, on is mostly well aware of the skills and knowledge one intends to acquire during the course of learning (Sharan 1990). Hence, they are mostly willing to cooperate with a learning environment and expert inputs, which are highly organized and have well defined goals and objectives (Sharan 1990). A practice teacher should not only try to be conversant with the goals and aspirations of each specific learner, but must time and again elaborate and explain to them as to how the advice and inputs being extended by one will help them achieve their objectives and goals. Despite the innate experience and knowledge of most of the adult learners, each learner is endowed with a specific learning style. Hence, a practice teacher should take into consideration the learning style of each and every student. Some students tend to be ‘Activists’, who like action and prefer to be in the thick of things. Such students value new experiences, but easily get bored with the effort and perseverance needed to implement or consolidate a strategy or approach (Honey & Mumford 1986). Such students benefit more from ‘hands on’ learning opportunities and relish those activities that require action. There are students who could be classified as ‘Pragmatists’, who prefer to test the applicability and relevance of various theories and ideas in the real life situations (Honey & Mumford 1986). Their approach towards problems and situations is very practical. Hence, such students could be expected to achieve more from those learning experiences, which connect a theoretical understanding to a practical task. Then, there are students who could be referred to as ‘Reflectors’ (Honey & Mumford 1986). Such learners, before arriving at a concrete conclusion or strategy, prefer to evaluate a situation from varied vantage points and perspectives (Honey & Mumford 1986). Their approach towards problem solving draws from both the past experiences as well as contemporary inputs. Such learners prefer to solicit the advice of colleagues and teachers before proceeding to act. Such learners perform well in a learning environment that is relatively slow paced and requires stress on observation. In contrast, the ‘Theorists’ prefer to organize the real life observations and experiences into complex, yet, logical theories (Honey & Mumford 1986). They approach problems and issues in a very systematic manner and have the ability to weave dissimilar and disparate facts and data into a coherent whole. Such learners get easily attuned to a learning program that is well defined, organized and systematic and elaborates on the connections existing between varied theories and concepts. A practice teacher can achieve amazing results by identifying the learning style specific to each learner and by creating a learning environment and teaching program in consonance with the learning style of each student. Skills Required in a Practice Teacher A practice teacher unexceptionally needs to have certain abilities and skills that enable one to influence and motivate an adult learner. One essential skill needed by a practice teacher is the ability to motivate (Globerman & Bogo 2003). Most of the learners constituting a task or a project team tend to have diverse backgrounds, aspirations and objectives. The eventual success of a learner as a student and as a professional is to a great extent dependent on the levels of one’s motivation. Motivation in a social learning environment involves an atmosphere that not only helps the students achieve the course objectives, but also extends to then optimal levels of satisfaction (Globerman & Bogo 2003). Opting for the right motivational strategies on the part of a practice teacher endows a learner with a sense of accomplishment and achievement. In a social work placement, a practice teacher can use varied techniques to motivate learners. Students should be encouraged to make new friends and forge new associations (Burgers & Taylor 2004). Helping the learners comply with the expectations set by the practice teacher could also serve as a great motivating factor (Globerman & Bogo 2003). Recognizing the abilities and efforts of the students in the context of their service to the humanity in general and to their community in particular could also serve as one great source of satisfaction (Globerman & Bogo 2003). It is also a duty of the practice teacher to resort to stimulating breaks and activities that relieves the students of the inescapable boredom associated with a set routine (Burgers & Taylor 2004). One other aspect of motivation is the recognition of the barriers to motivation by a practice teacher. Adult learners do tend to have domestic and professional responsibilities that need to be balanced against the learning objectives. Going by such responsibilities, the adult learners may come across barriers to learning, which include a lack of time or resources, domestic or work responsibilities, a lack of confidence, a lack of interest due to excessive stress, etc (Burgers & Taylor 2004). So it is not only essential for a practice teacher to be cognizant of the reasons an adult learner enrolled, but one should also be aware of the factors that keep a learner from learning and performing (Burgers & Taylor 2004). A practice teacher ought to do one’s best to encourage adult learners to stay on and to extend the appropriate advice and if possible, assistance to keep a learner from dropping out. A practice teacher needs to continually remind the learners of the association between what they are learning and what they expect to and could achieve in the future. Effective communication has been recognized as the single most important part in a social work placement. Openness on the part of a practice teacher could serve as a gateway to achievement and performance. Good communication improves the levels of trust and bonding between the learners and the practice teacher and gives way to fruitful and long lasting relationships (Abels 2005). To approach optimal effectiveness in communication, again a practice teacher needs to be aware of the communication styles of respective students, the context in which they are communicating, their personality orientation, their relationships with the peers and the cultural issues they face (Abels 2005). A good awareness pertaining to such factors and issues facilitates mutual understanding and improves the quality of communication. Practice teachers should be aware of the information that they need to provide to the participants, what information they need to receive from the learners, varied communication channels existing in a social work placement and what interpersonal skills will facilitate a better and fruitful communication with the learners (Abels 2005). Besides, a practice teacher must always take pains to customize one’s communication approach and style inconsonance with the relationships and cultural sensitivities of the learners (Abels 2005). The one big lesson to be learnt by a practice teacher is that good listening ability constitutes as much a part of the effective communication as the ability to aptly verbalize (Golden 2005). Listening is more difficult in a social work placement as compared to other situations. Such scenarios are defined by multiple learners, perspectives and goals, where a practice teacher is required to both listen and respond promptly to unusual perspectives and conflicting points of view. A practice teacher has not only to listen to one person in a learning situation, but also need to keep an eye on everyone’s reactions. A lack of good listening skills may make a practice teacher ignore some important and relevant inputs, perspectives, views and feedbacks. So a practice teacher by the nature of one’s profession needs to be a good listener. For an effective practice teacher, good listening is about understanding, acknowledging, analyzing and appropriately responding to the verbal and nonverbal messages of a learner (Golden 2005). Unexceptionally, a practice teacher needs to have seasoned leadership skilled. Leadership ability helps a practice teacher focus the learners’ efforts and attention to the envisaged goals and objectives (Rank & Hutchison 2000). The main thing that needs to be remembered is that a practice teacher should predominantly rely on mutual trust and respect to exercise leadership and should specifically avoid any reliance on fear and submission to achieve goals (Rank & Hutchison 2000). Although leadership is required throughout a social work placement, it is more important during the initial phases when a practice teacher is required to communicate the course vision and to inspire and motivate the learners to achieve high levels of performance, learning and skill accumulation (Rank & Hutchison 2000). It is the leadership ability of a practice teacher that helps one retain and sustain the overall vision throughout a social work placement. Practice Teacher and the Role of Supervision All around the developed world, supervision plays a pivotal role in the training of learners active at varied levels. In a contemporary context, supervision constitutes an integrated aspect of the social work education. Effective supervision helps the learners integrate theory and practice in varied aspects of the work like field placements, group works and projects (Kadushin 1992). Supervision in social work placement has varied facets and objectives. The administrative aspect of supervision helps maintain the envisaged standards (Kadushin 1992). It helps coordinate the social work practices with related administrative practices and institutions. Supervision also has an essential educational aspect in the sense that it helps a learner achieve one’s full potential and ability through the transference of skills and knowledge (Kadushin 1992). Supervision always plays an important supportive role by helping streamline the interpersonal relationships and the cultivation of a spirit of camaraderie (Kadushin 1992). As a supervisor a practice teacher is responsible for observing and improving the performance and skill levels of the learners. The leadership role and effectiveness of a practice teacher as a manager is to a great extent determined by one’s ability to improve the performance of the learners. Though the adult learners enrol with many innate abilities and skills, it is the practice teacher in one’s role as supervisor, who helps them impart the education and skills required to proceed in their profession with the right knowhow and confidence (Kadushin 1992). Supervision by a practice teacher also has a supportive role in the sense that it helps a learner have access to the requisite moral support and professional feedback. Inequalities and ADP The political setups all around the developed work are today placing a great emphasis on the inequalities in wealth, opportunities and prestige. In the domain of social work the relative distribution and allocation of resources is assuming a great relevance and importance. In that context, ADP or Anti-discriminatory Practice is the social work that is specifically aimed at the sidelined and marginalized sections of the society (Thompson 1990). It is pivotal for a practice teacher to help the learners understand and imbibe the belief that all good social work is anti-discriminatory in its scope and approach. Whenever a social worker approaches a subject, one is left with two options, which are either to enable and empower a client or to further reinforce one’s oppressed status (Thompson 1990). All social work takes place in the context of diversity and if a social work placement does not recognize this fact then it is conclusively discriminatory and biased in its approach. Ant-discriminatory Practice is the approach to which the social workers resort to, to diminish or dilute the impact of discriminations by individuals and institutions (Thompson 1990). Thus it is the job of a practice teacher to sensitize the learners to the spirit and aims of Anti-discriminatory Practice and to reinforce and bolster their commitment to this facet of social work. In that context a practice teacher also needs to expose the learners to the related and relevant cultural aspects and sensitivities. Going by the scope and potential of ADP in the current times and in the times to come, the commitment of the social workers of the future to this aspect of social work will play a crucial role in the arena of political, economic, social and academic empowerment. Conclusion Last but not the least; one thing that a practice teacher must never lose sight of is the fact that no matter how trained and accomplished one is, one always stands to gain by retaining a learning attitude and an open mind. Social problems and issues are always complex and convoluted in their scope and often defy simplistic solutions. Hence, in the field of social work, there always exists a scope for ingenuity and originality. Reference List Abels, Paul 2005, Distance Education in Social Work, Springer, New York. Brookfield, Stephen D 2005, The Power of Critical Theory for Adult Learning and Teaching, Open University Press, Maidenhead. Burgers, Hilary & Taylor, Imogen 2004, Effective Learning and Teaching in Social Work Policy and Social Work, Routledge Falmer, New York. Corder, Nicholas 2002, Learning to Teach Adults, Routledge Falmer, London. Doel, Mark & Shardlow, Steven 2005, Modern Social Work Practice, Ashgate Publishing Co, London. Foley, Griff 2004, Dimensions of Adult Learning, Open University Press, Maidenhead. Globerman, Judith & Bogo, Marian 2003, ‘Changing Times: Understanding Social Worker’s Motivation to be Field Instructors’, Social Work, Vol. 48, no. 1, pp. 51-52. Golden, Joy P 2005, ‘Grounded in Social Work’, School Administration. Vol. 66, no. 9, pp. 51-52. Honey, P & Mumford, A 1986, The Manual of Learning Style, Ardingly House, Maidenhead. Jackson, Londell 2009, ‘Revisiting Adult Learning Theory through the Lens of an Adult Learner’, Adult Learning, Vol. 20, no. 3-4, pp. 20-24. Kadushin, Alfred 1992, Supervision in Social Work, Columbia University Press, New York. Kennedy, Ralph C 2003, ‘Applying Principles of Adult Learning: the Key to More Effective Training Programs’, FBI Law Enforcement Bulletin, April, Vol. 72, no. 4, pp. 1-4. Lawson, Hilary 1998, Practice Teaching- Changing Social Work, Jessica Kingsley, London. Merriam, Sharan B (Ed.) 2001, The New Updates on Adult Learning Theory, Jossey-Bass, San Francisco. Rank. Michael G & Hutchison, William S 2000, ‘An Analysis of Leadership within the Social Work Profession’, Social Work Education, Vol. 36, no. 3, pp. 487-496. Sharan, Shlomo 1990, Cooperative Learning, Praeger, Westport, CT. Thompson, Neil 1990, Practice Teaching in Social Work, PEPAR Publications, London. Woodard, Chris A 2007, ‘Using Adult Learning Theory for New-hire Training’, Journal of Adult Education, Vol. 36, no. 1, pp. 44-46. Read More