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    1428321527 master edcmg 1428321527 master edcmg Document Transcript

    • MILADY’S MASTER EDUCATORCOURSE MANAGEMENT GUIDEVOLUME I—BASIC TEACHING SKILLS FORCAREER EDUCATION INSTRUCTORSVOLUME II—PROFESSIONAL DEVELOPMENTFOR CAREER EDUCATION INSTRUCTORSLETHA BARNES
    • COPYRIGHT © 2009, Milady, a part of Cengage LearningALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or usedin any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning,digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted underSection 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us at Professional & Career Group Customer Support, 1-800-648-7450 For permission to use material from this text or product, submit all requests online at cengage.com/permissions. Further permissions questions can be e-mailed to permissionrequest@cengage.comLibrary of Congress Control Number: 2008926531ISBN-13: 978-1428321526ISBN-10: 1428321527Milady5 Maxwell DriveClifton Park, NY 12065-2919USACengage Learning products are represented in Canada by Nelson Education, Ltd.For your lifelong learning solutions, visit delmar.cengage.comVisit our corporate website at cengage.comNotice to the ReaderPublisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connec-tion with any of the product information contained herein. Publisher does not assume, and expressly disclaims, any obligation toobtain and include information other than that provided to it by the manufacturer. The reader is expressly warned to consider andadopt all safety precautions that might be indicated by the activities described herein and to avoid all potential hazards. By fol-lowing the instructions contained herein, the reader willingly assumes all risks in connection with such instructions. The publishermakes no representations or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose ormerchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes noresponsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damagesresulting, in whole or part, from the readers’ use of, or reliance upon, this material.
    • Table of ContentsSection I Milady’s Master Educator Course Management Guide Lesson Plan Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Section II Support Materials and Forms . . . . . . . . . . . . . . . . . . . . . . . . . .15Section III Comprehensive Lesson Plans, Volume I . . . . . . . . . . . . . . . . .21 Lesson Plan 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Lesson Plan 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Lesson Plan 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Lesson Plan 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Lesson Plan 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Lesson Plan 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Lesson Plan 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Lesson Plan 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lesson Plan 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Lesson Plan 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Lesson Plan 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Section IV Comprehensive Lesson Plans, Volume II . . . . . . . . . . . . . . . 183 Lesson Plan 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Lesson Plan 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Lesson Plan 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Lesson Plan 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Lesson Plan 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Lesson Plan 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Lesson Plan 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 Lesson Plan 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Lesson Plan 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283 iii
    • Milady’s Master Educator Course Management Guide iv● MILADY’S MASTER EDUCATOR—COURSE MANAGEMENT GUIDEINTRODUCTIONCongratulations! You hold in your hands a comprehensive instructor’s guide to support training of educa-tors within the field of cosmetology. Students entering training at your institutions expect and deservethe best possible education that you can provide. They have chosen to enter this course of study to embarkupon a career in education. They have chosen your school for their education and you as the teachers toeducate them. As educators, our primary focus is to foster and provide education and training in cosmetology andrelated areas that will arm the graduate with the needed skills and abilities to be competitive in entry-leveljob positions. We constantly strive to further advance and develop the standards of education and instruc-tion we offer in our schools. Obtaining that goal can be challenging, but with the right tools, it is definitelya challenge that can be met and overcome.PURPOSEThe purpose of Milady’s Master Educator Course Management Guide is to aid the educator in meeting theobjective of advancing and improving the standards of education in your school. It’s designed to serve asyour partner in making cosmetology education effective, interesting, and fun while also helping your stu-dents develop mentally, morally, and aesthetically. It has been over 80 years since Milady published thefirst edition of The Standard Textbook of Cosmetology and over 50 years since Milady published the firstCosmetology Hairstyling Teacher-Training Manual. Now used in more than 48 countries and developed inmultiple languages, Milady’s standard is recognized as the undisputed industry leader and primary sourcefor the most current and comprehensive information available for cosmetology students. It is with that his-tory and vision in mind that Milady continues to expand, update, and improve its educational programs tomeet the needs of today’s educators and learners. The Milady’s Master Educator Course Management Guide is divided into four sections: • SECTION I: Lesson Plan Index • SECTION II: Support Materials and Forms • SECTION III: Comprehensive Lesson Plans, Volume I • SECTION IV: Comprehensive Lesson Plans, Volume II Section I is a chart that lists in the first column each chapter of Milady’s Master Educator. The secondcolumn lists the lesson plan number and title that correspond to each chapter. The third column contains achapter outline. The fourth column lists by title the applicable student handouts that have been developedto help facilitate student learning. Section II contains several sample forms or documents that can be modified to fit the individual insti-tution. The first sample form is a Course Syllabus for a 1,000-clock-hour instructor training program.This brief, two-page document contains all the elements required for a course outline and generally meetsrequirements set forth by accrediting bodies. It is provided to assist you in developing a course syllabusspecific to the program offered at your institution. The second sample form is a Theory Grade Record by Course Unit. This is an example of a formthat has been used successfully by schools to record and document theory test grades for students. It listseach of the unit tests contained in the Milady’s Master Educator text. There is a column for the grade, thedate of the test, and the student’s signature acknowledging the test grade. In this day of accountability,obtaining student signatures ensures that students have completed the specific unit of study and canreplace maintaining a plethora of actual test copies in student files. The third sample document is a Monthly Academic Review/Progress Evaluation Form. Thisform has been used successfully by schools to record sessions of academic advising conducted by faculty. © 2009 Milady, a part of Cengage Learning.
    • Milady’s Master Educator Course Management Guide vThe form can also be used to document a student’s satisfactory academic progress evaluations. Because ofthe information contained therein, it can also be considered a “report card” for students during the courseof study. There is space provided for you to record both monthly and cumulative theory grade averages andattendance. There is additional space provided for you to give students feedback in practical skills perfor-mance as well as their professionalism and adherence to school policies. One section allows you to identifyany areas in which the student needs improvement and gives you space to record a brief “action plan” forimprovement. The last section of the form provides space for you to record formal satisfactory progressevaluations, identify probationary status, or indicate the request for appeal by the student of the decision.This one-page form can be used to satisfy many school requirements with respect to student progress. Itcan be adopted as it is or it can be modified by the school based on the school’s established policies. Section III contains comprehensive lesson plans that closely follow each chapter of Milady’s MasterEducator. Clearly, you as the educator represent an integral part of the students’ experience in school. Useof effective lesson plans can make your job much easier and your students’ learning experiences more sat-isfying. A lesson plan is a tool to organize the instructional time and ensure that all the planned materialis covered in an orderly manner. The lesson plans contained in the Course Management Guide are designedto allow you to add information, if needed, to reflect regulations in your state, to reflect the philosophies ofyour school, and/or to present your personal knowledge and experiences. They were, however, written insuch a manner that the instructor no longer has to spend hours writing lesson plans each evening. A briefoutline is provided on the left side of the presentation pages, while the right side contains in-depth notesthat explain and enhance the outline. Therefore, the lesson plan can be used by the newest of instructorsor by the seasoned instructor with years of experience in the classroom. It will be up to the individualinstructor to edit or supplement as desired. The lesson plans include measurable performance objectivesand much more. Each lesson plan is preceded by a class sign-in sheet. The top of the sheet lists all the headings thatare found on the first page of each lesson plan and provides space for the instructor to enter the applicableinformation for each lesson plan. The bottom half of the form provides space for each student to sign in forthe class. This has proved to be an effective and valuable tool. We live in an age of accountability, and forcosmetology schools that means verifying that the curriculum prescribed by state boards is being followed,that class objectives are being met, that theoretical and practical classes are being integrated throughoutthe course of study, that effective teaching methods are being employed, that students are being evaluatedfor competency in both theory and practical training, and so much more. This simple class sign-in sheetprovides bona fide documentation that many of those requirements are being met. You may have heardabout students who have claimed that they were never taught anything about securing employment orpayroll deductions in school, for example. Some of those claims have even resulted in complaints being filedwith state regulatory or accrediting bodies or even in lawsuits against the school. These class-sign in sheetsare evidence that the school is following its prescribed schedule and that classes are being taught whetheror not the students chose to avail themselves of the opportunity to learn by attending. It is recommendedthat the class sign-in sheets be maintained chronologically in a three-ring binder for a one-year period. Thebinders are a compact and easy way to maintain class records for a number of years. They also eliminatethe need for “roll call.” If used, the school will find them to be a great asset and valuable resource. Thesign-in sheets, coupled with the Theory Grade Record by Course Unit form, are excellent tools for ownersor managers of multiple locations. By checking these two documents alone, you can verify that faculty arefollowing their assigned schedule and that students are receiving the training you have agreed to provide.It’s a super quality-control procedure. The first page of each lesson plan repeats the information contained on the class sign-in sheet and thenprovides the following information: 1. The Subject: The actual title of the chapter in the text. 2. The Topic: The title of the lesson plan, topics to be covered.© 2009 Milady, a part of Cengage Learning.
    • Milady’s Master Educator Course Management Guide vi 3. Lesson Objectives: Lists what the students will be able to understand or perform upon completion of the lesson and practice. 4. Implements, Equipment, Supplies Required: Items are listed and identified for both students and instructors by an “x.” In some cases where the lesson plan will be used for both theory and practical classes, the instructor may need to require students to bring the same materials that are marked for the instructor only. 5. Teaching Aids: Lists audiovisual equipment, handouts, and so forth to be used by the instructor. 6. Facility: States whether the class will take place in a theory or practical classroom or both. The theory of practical skills (text information) can be taught as a theory class and the practical aspects of the chapter can be taught as a practical class. The instructor can therefore modify the facility identified. Some of the lessons might even take place in the clinic or lab area. 7. Time Allotment: Broad guidance is provided for the time allotted to each lesson. Bear in mind that the Instructor’s Guide was written to function well in 50 states with hours requirements varying from 300 hours to 2,000 hours. 8. Prior Student Assignment: Lists what the student needs to have completed prior to the class. 9. Educator References: Lists references available to instructors to further expand their knowledge on the subject and enhance the class.10. Notes to the Educator: Lists suggestions and reminders to better prepare the educator for the class. The next page of each lesson plans contains an inspirational thought for the day. The quotes areintended to enable a more positive learning environment for the day. The second page also contains thelearning motivation for each class. The first element in the learning cycle addresses the “why?” aspect ofthe lesson. We all know that our students remain tuned into channel WII-FM (what’s in it for me?). Thedialog provided will address just that. The instructor is, of course, welcome to modify and personalize theintroduction or motivation for the lesson. Following the learning motivation of each lesson plan is the subject outline and in-depth notes on thesubject. They are designed in a two-column format. The left column contains the brief outline of the materialcontained in the chapter. The right column contains in-depth notes that expand on the outline, includingsupplementary material that supports the outline. The in-depth notes are comments that the instructorcan actually verbalize to the students. Information that is directed to the instructor is found after the word“NOTE,” which is capitalized. For example: NOTE: Have students complete the form in the textbook now. The lesson plan continues in the two-column format until all the material in the chapter or lesson hasbeen covered. A written summary and review section is provided at the end of each lesson plan. That section isfollowed by a Learning Reinforcement Ideas/Activities section. This section refers the students to theEnabling Exercises found at the end of each chapter in the textbook and provides space for the instructorto list any activities designed to support the lesson. Please add these so that when you use the lesson plan again or when another instructor uses thelesson plan, a greater resource of activities will be available.BEST WISHES FOR SUCCESSIn choosing Milady’s Master Educator and its accompanying Course Management Guide by Milady, youhave taken a significant step into education in the field of cosmetology. You have chosen proven perfor-mance and longevity by choosing Milady. You have chosen wisely and well. May success and good luckaccompany you in every step you take with Milady’s Master Educator and Course Management Guide.With the right tools supported by your passion for cosmetology and your compassion for students, you willexperience all the joys and rewards possible in the honorable career of teaching. Letha Barnes Director, Milady’s Career Institute © 2009 Milady, a part of Cengage Learning.
    • Section Milady’s Master Educator Course I Management Guide Lesson Plan Index
    • MASTER EDUCATOR LESSON PLAN INDEX—VOLUME I BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Chapter 1 LP 1.0 Qualities and Characteristics of a Master Educator To Judge or Not to Judge The Career Education Instructor –Roles of the Instructor Chapter Test –Loyalty to the Institution and Mission –Welcome Advice from Colleagues –Constant Pursuit of Knowledge –Effective Time Management and Organized Work Methods –Professional Ethics, Character, and Human Relations –Dependability and Flexibility –Cooperation and Teamwork –Interest in Other People –Initiative and Ability to Work Independently –Patience and Self-Control –Professional Image –Courtesy, Compassion, and Consistency –Desire and Motivation –Enthusiasm and Energy –Imagination and Pleasure –Effective Communication and Generational Skills –Winning Personality and Positive Attitude General Instructor Responsibilities Chapter 2 LP 2.0 The Teaching Plan Chapter Test The Teaching Plan and –Teacher Organization and Preparation Learning Environment –General Organization –Assessing Students and Organizing Student Information Managing the Atmosphere –Consider the Environment –Adult Learner Characteristics –Student Demographics –Making It Happen –The Physical Environment –The Motivating Classroom –The Practical Classroom© 2009 Milady, a part of Cengage Learning.
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Learning Facilities Checklist Teaching Materials Textbook Evaluation Checklist Administrative Responsibilities –Attendance –Grade Records Welcoming New Students© 2009 Milady, a part of Cengage Learning. Chapter 3 LP 3.0 Why Learning Styles Are Important Chapter Test Basic Learning Styles and –The Role of the Educator Principles –Learning Styles Defined –Learning Styles Profiles –Four Steps in Learning Multiple Intelligences –Verbal/Linguistic Intelligence –Visual/Spatial Intelligence –Logical/Mathematical Intelligence –Intrapersonal Intelligence –Bodily/Kinesthetic Intelligence –Interpersonal Intelligence –Musical/Rhythmic Intelligence –Naturalist Intelligence The Benefits and Importance of Identifying Learning Styles –How to Identify Preferred Intelligences –Developing Intelligences –Combining Intelligences Chapter 4 LP 4.0 Promoting a Positive Environment Chapter Test Effective Classroom –Professionalism in the Classroom Management and –Principles of Managing Learner Behavior Supervision –Managing Chronic Misconduct Academic Advisement
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Managing Difficult Learner Behavior –Constant Attention Seeking and Interruptions –Chronic Tardiness –Too Shy to Participate –Sleeping in Class or Inattentiveness –Distracting Side Conversations –Doubt and Pessimism –Having All the Answers Conflict Management Chapter 5 LP 5.0 About Teaching and Learning Chapter Test Basic Methods of Teaching Teaching and Learning Methods and Techniques and Learning –Interactive Lecture –Demonstration and Practice –Group Discussion and Discovery –Role-Playing –Window Paning –Field Trips –Guest Speakers –Mind Mapping –Peer Coaching –Projects –Workbooks and Partially Complete Handouts –Case Studies –Concept Connectors –Visualization –Stories and Anecdotes –Mnemonics –Energizers –Characterizations –Experiments –Humor –Games, Group Synergy, and Competitions© 2009 Milady, a part of Cengage Learning.
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Chapter 6 LP 6.0 Planning Concepts and Preliminary Analysis Chapter Test Program Review, Curriculum Development Development, and Lesson –Steps for Developing a Course of Study Planning –Advisory Council –Organizing Material –Instructional Outcomes –The Course Outline –Orientation Program© 2009 Milady, a part of Cengage Learning. Lesson Plan Development –Advantages of Lesson Planning –The Lesson Plan: Pieces, Parts, and Points Chapter 7 LP 7.0 The Master Educator’s Role Chapter Test Educational Aids and Why Use Educational Aids and Technology? Technology in the –Advantages of Using Instructional Aids and Technology Classroom What to Consider –Important Concepts Classifications of Educational Materials –Standard Print Materials (Nonprojected) –Audiovisual Materials (Nonprojected) –Audiovisual Materials (Projected) –Equipment Chapter 8 LP 8.0 Communication Skills Chapter Test Effective Presentations –Steps for Increasing Personal Awareness CREATE –C—Consider the Topic –R—Research the Topic –E—Examples for Clarification –A—Analyze Your Learners –T—Teach with Poise –E—Enjoy and Be Enthusiastic
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS What Makes a Powerful Presentation –Powerful Motivation –Creating Motivational Circumstances –Powerful Openings –Building Powerful Content –Closings with Impact –Connecting All the Parts –Varying the Stimuli –Questioning –Reinforcement Chapter 9 LP 9.0 Assessing Progress and Advising Students Chapter Test Assessing Progress and What’s in a Grade? Advising Students –What to Grade –Sample Grading Procedures –When to Grade Grading Styles –Grading By Disposition –Grading with Spite –Grading by Personal Fetish –Grading without Risk –Grading by Assumption –Grading in Absentia –Grading Improvement Only –Grading with Warm Fuzzies Grading Methods: The Test Plan –Questions Types in Test Development Descriptive Performance Evaluations –Likert Scales –Rating Scales –Checklists –Performance Checklists –Multiple-Category Grading© 2009 Milady, a part of Cengage Learning. –Point Grading –Rubrics Academic Advisement and Counseling
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Chapter 10 LP 10.0 Practical Skills Training Chapter Test Making the Student Salon The Student Salon Philosophy an Adventure The Essence of Teamwork The Profitable Student Salon What Does the Public See? The Warm Reception High-Tech, High-Touch Safety Record-Keeping Requirements© 2009 Milady, a part of Cengage Learning. The Efficient Dispensary Cultivating Satisfied Clients –Recognizing First-Time Clients –Tender, Loving Client Care –Interacting with Clients Building a Successful Clientele –Rebooking Clients for Future Services –Encouraging Repeat Services –Client Referrals –Upgrading Client Tickets –Effective Use of Downtime The Professional Portfolio Making the Student Salon an Adventure –In-School Promotions –Contests –Simple Surprises Student Salon Teaching –The Three Elements of Zone Teaching Supervising Multiple Students Tools of the Educator Chapter 11 LP 11.0 Preparing for Employment Chapter Test Career and Employment –Resume Development Preparation –Employment Portfolio
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) BASIC TEACHING SKILLS FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Targeting the School –Observe the Target –The School Visit –Arranging the Employment Interview –Interview Preparation –The Interview –The Employment Application Success on the Job –The Institution –The Curriculum –Stay in Balance Fundamentals of Business Management Types of School Ownership –Individual Ownership –Partnership –Corporation Special Skills Needed The Importance of Record Keeping –Purchase ands Inventory Records –Service Records Operating a Successful School –Planning the School’s Layout –Personnel –Payroll and Employee Benefits –Managing Personnel The Front Desk –The Reception Desk –The Receptionist –Booking Appointments –Use of the Telephone in the School –Good Planning –Incoming Phone Calls –Handling Complaints by Telephone© 2009 Milady, a part of Cengage Learning. Selling in the School Promoting the Clinic in the Community
    • MASTER EDUCATOR LESSON PLAN INDEX—VOLUME II PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Chapter 1 LP 1.0 Relationships of a Master Educator Chapter Test Educator Relationships Human Relations Communication Basics –Meeting and Greeting New Students –Educator-to-Learner Relationships –Educator-to-Educator Relationships –Educator-to-Supervisor/Employer Relationships –Other Educator Relationships© 2009 Milady, a part of Cengage Learning. Chapter 2 LP 2.0 Special Learning Needs Chapter Test Achieving Learner Results Learning Disabilities –Dyslexia –Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder (ADHD) Chronic Behaviors –Coping with Chronic Behavior –Accommodation Plan Barriers to Learning –Learner Apprehension –Learner Recall –Distractions –Rapid Response –Lack of Learner Motivation –Educator Behaviors Chapter 3 LP 3.0 The Best Conditions for Learning Chapter Test Learning Is a Learning and Laughter Defined Laughing Matter –The Purpose of Laughter –The Mental Health Benefits of Laughter –Work-Related Benefits of Laughter –Physical Health Benefits of Laughter –This Thing Called Stress
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Laughter Enhances Creativity –What Is an Idea? –Inspiring an Idea –The Origins of Imagination –What If? Integrating Humor into the Workplace Integrating Humor into the Classroom Chapter 4 LP 4.0 Learning Is Lifelong Chapter Test Teaching Study and Developing Reading and Study Skills Testing Skills –Reading Skills –Underlining and Highlighting –Note-Taking Skills –When to Study –Fifteen Effective Study Habits –Forget the Five Failure Behaviors Study Groups Fitness Is a Must Teaching Testing Skills –Preparing for the Test –On Test Day –Deductive Reasoning –Test–Taking Strategies –Educator Strategies Chapter 5 LP 5.0 Success Is a Choice Chapter Test Teaching Success Strategies Value Yourself for a Winning Career –Self-Assessment for Valuing Yourself –Actions for Valuing Yourself Motivate Yourself –Self-Assessment for Internal Motivation –Actions for Self-Motivation© 2009 Milady, a part of Cengage Learning.
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Expect to Win –Self-Assessment for Expecting to Win –Actions for Expecting to Win Effective Goal Management –Self-Assessment for Goal Management –Actions for Effective Goal Management Develop a Strong Work Ethic –Self-Assessment for a Strong Work Ethic© 2009 Milady, a part of Cengage Learning. –Actions for Developing a Strong Work Ethic Value the Client –Self-Assessment for Client Service –Actions for Outstanding Client Care Chapter 6 LP 6.0 The Concept of Teamwork Chapter Test Teams at Work –Teams and Teamwork Defined –Team Motivation The Team-Building Process –Determine the Need –Gaining the Team’s Buy-in –Taking the Team’s Temperature –Building the Team Essentials –Implementing the Plan –Evaluating the Results Think Like Geese Chapter 7 LP 7.0 Effective Communication Skills Chapter Test Communicating Confidently –What Is Communication? –Sending and Receiving Information Barriers to Communication Getting the Message Across –The Spoken Word –Nonverbal Communication
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Effective Listening Communication Styles –Identifying Your Communication Style –Establishing Trust and Rapport Tips for Communicating Confidently In-School Communication –Communicating with Coworkers –Communicating with Managers Chapter 8 LP 8.0 The Importance of a Sound Retention Plan Chapter Test The Art of Retaining Establishing the Vision and Mission Students Sound and Ethical Administrative Policies Defining the School Culture Admissions and New Student Orientation Instilling Student Ownership The Creative Curriculum Energized Educators Delivering Outstanding Customer Service Investing in Your Educators The P-R-A-I-S-E Policy Chapter 9 LP 9.0 Performance Assessment Chapter Test Evaluating Professional General Standards of Evaluation Performance –Production –Thoroughness and Accuracy –Independent Action –Work Methods –Problem Solving –Interpersonal Skills and Professional Conduct –Work Habits –Cost Consciousness –Self-Motivation Educator Position Description© 2009 Milady, a part of Cengage Learning. –Job Knowledge and Job Duties
    • MASTER EDUCATOR LESSON PLAN INDEX (continued) PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS CHAPTER LESSON PLAN LESSON PLAN OUTLINE HANDOUTS Sources of Performance Assessment –Supervisors –Other Educators and Coworkers –Learners –Graduates and Their Employers –You, the Educator Professional Development –Sample Professional Development Plan© 2009 Milady, a part of Cengage Learning. –Resources for Professional Development
    • Section Support Materials and Forms II
    • Milady’s Master Educator Course Management Guide16● SAMPLE INSTRUCTOR COURSE SYLLABUS750 HOURS–20 WEEKSDESCRIPTION: The primary purpose of the instructor course is to train the student in the basic teachingskills, educational judgments, proper work habits, and desirable attitudes necessary to pass the state boardexamination and for competency in entry-level employment as an instructor or a related position.OBJECTIVES: Upon completion of the course requirements, the determined graduate will be able to: 1. Project a positive attitude and a sense of personal integrity and self-confidence. 2. Practice proper grooming and effective communications skills and visual poise. 3. Understand employer–employee relationships and respect the need to deliver worthy service for value received. 4. Perform the basic skills necessary for teaching, including writing lesson plans, performing lectures and demonstrations, directing student projects, using library resources and audiovisual aids, conducting theory class instruction and measuring student achievement, supervising clinic operations, and maintaining required student records. 5. Apply the theory, technical information, and related matter to assure sound judgments, decisions, and procedures.To ensure continued career success, the graduate will continue to learn new and current informationrelated to techniques, communication skills, and teaching methodologies to improve teaching skills.GRADING PROCEDURES: Students are assigned theory study and a minimum number of practicalexperiences. Theory is evaluated after each unit of study. Practical performance is evaluated as assignedand counted toward program completion only when rated as satisfactory or better. If the performance doesnot meet satisfactory requirements, it is not counted and the performance must be repeated. At least twocomprehensive practical skills performance evaluations using detailed criteria will be conducted duringthe program of study and rated on a 100% scale. Students must maintain a theory grade average of 75%and pass a final written and teacher performance evaluation prior to graduation. Students must makeup failed or missed tests and incomplete assignments. Numerical grades are assigned according to thefollowing scale:WRITTEN AND PRACTICAL 93–100 EXCELLENT 85–92 VERY GOOD 75–84 SATISFACTORY 74–0 NEEDS IMPROVEMENT; DOES NOT MEET STANDARDSINSTRUCTIONAL METHODS: The clock-hour education is provided through a sequential set of learn-ing steps that address specific tasks necessary for state board preparation, graduation, and entry-leveljob skills. Clinic equipment, implements, and products are comparable to those used in the industry. Theprogram is presented through comprehensive lesson plans that reflect effective educational methods. Subjectsare presented by means of lecture, demonstration, and interactive student participation. Audiovisual aids,projects, activities, and other related learning methods are used for program delivery.REFERENCES: A comprehensive library of references, periodicals, books, texts, and audio/videotapes isavailable to support the program of study and supplement student training. Students should avail themselvesof the opportunity to use these extensive materials.UNITS OF INSTRUCTION AND HOURS: The contents of the units of instruction in each program alongwith the applicable hours devoted to each unit are listed in the following section of this Program Outline.Health, sanitation, infection control, chemistry, electricity, anatomy and physiology, the use and safety ofproducts, and the use and safety of tools and equipment are included in both theory and practical study © 2009 Milady, a part of Cengage Learning.
    • Section 2 Support Materials and Forms 17within the applicable units of study. In addition, students learn career and employment informationincluding professional ethics, effective communications and human relations, compensation packages andpayroll deductions, and the fundamentals of business management applicable to the program. HOURS SUBJECT/UNIT 50 ORIENTATION: School Rules and Regulations; Qualities of the Professional Educator; Code of Ethics; Familiarization with School Facilities and Supplies; Licensing Requirements and Regulations, Laws; Fundamentals of Business Management; Professional Ethics; Business Plan; Written Agreements; School Operations, Policies, and Practices; Compensation Packages; Payroll Deductions; Telephone Use; Advertising; Sales; Communications; Public/Human Relations; Insurance; Salon Safety; Seeking Employment 300 METHODS OF TEACHING AND CLINIC MANAGEMENT: Principles of Teaching, Learning, and Lesson Plan Development: Outlines, Examples of Lesson Plans, Components of Effective Lesson Plans, Preparation, Teaching Methods; Presentation Techniques: Application, Testing, Lecture and Workbooks, Demonstrations, Return Demonstrations, Discussion, Question and Answer, Projects, Field Trips, Developing and Using Educational Aids, Films or Videos, Charts, Manikins, Reference Materials, Chalkboard, Overhead Projectors and Transparencies; Program Development and Review; Program Review 150 STUDENT SALON/CLINIC MANAGEMENT: Independent Clinic Supervision; Client Commu- nications; Reception Desk; Inventory Control; Effective Dispensary Procedures; Supervision of Clinic Sanitation and Client Safety; Technical Skills Ability; Independent Classroom Instructing; Administrative Responsibilities; Records and Reports Management; Safety Measures, Classroom Conditions, and Maintenance; Class Supervision and Control; Classroom Problems and Solutions; Organizational and Regulatory Requirements 250 INSTRUCTION AND THEORY: Planning; Analysis; Implementation; Benefits; Assessment or Measurement of Student Ability/Achievement/Learning; Diagnosis of Student Weaknesses and Overall Progress; Student Motivation for Study and Learning; Oral and Written Testing; Evaluation of Overall Progress; Development and Use of Testing/ Measurement Instruments; Academic Advising 750 TOTAL HOURS© 2009 Milady, a part of Cengage Learning.
    • INSTRUCTOR COURSE—THEORY GRADE RECORDED BY COURSE UNIT STUDENT NAME: ___________________________ UNITY OF STUDY GRADE DATE POSTED STUDENT UNITY OF STUDY GRADE DATE POSTED STUDENT TO COM SIGNATURE TO COM SIGNATURE Volume I Volume II The Career Education Educator Relationships Instructor The Teaching Plan and Achieving Learner Results Learning Environment Basic Learning Styles and Learning Is a Laughing Principles Matter Effective Classroom Teaching Study and Testing Management and Skills Supervision Program Review, Teaching Success Development, and Lesson Strategies for a Winning planning Career Educational Aids and Teams at Work Technology in Classroom Effective Presentations Communicating Confidently Assessing Progress and The Art of Retaining Advising Students Students Making the Student Salon Evaluating Professional an Adventure Performance Career and Employment Instructor Discretion— Preparation Assignment Midterm Written Exam Midterm Written Exam Volume I—Final Written Volume II—Final Written Exam Exam Volume I—Final Practical Volume II—Final Practical Exam Exam Test grades for each unit are entered on this form on the same day the test is administered. When a student is counseled, he or she should sign for all grades received since the previous evaluation. The written documentation may be used to document the date the written grades are posted to the computer.© 2009 Milady, a part of Cengage Learning.
    • SAMPLE FORM MONTHLY ACADEMIC REVIEW/PROGRESS EVALUATIONAll students receive an academic review monthly. This form may also be used to document a student’s Satisfactory AcademicProgress Evaluations. Simply mark the appropriate block to indicate the purpose of the review. ❐ COUNSELING ❐ SATISFACTORY ACADEMIC PROGRESS EVALUATIONSTUDENT NAME________________________________________ COURSE____________________________REVIEW FOR PERIOD ENDING______ MONTHLY HOURS EARNED______ MONTHLY ATTENDANCE %______ TOTAL HOURS EARNED TO DATE_____________ CUMULATIVE ATTENDANCE_____________% MONTHLY THEORY AVERAGE_____________% CUMULATIVE THEORY AVERAGE_____________% DEVELOPMENT PERFORMANCE EXCELLENT VERY GOOD SATISFACTORY OPPORTUNITY PRACTICAL SKILLS PROFESSIONALISM, POLICIES, ATTITUDEIdentify development opportunities and action plan for improvement of student performance below as needed:_____Practice skills in ______________________________________________________________________________________________Attend theory class regularly and on time._____Practice skills in:______________________________________________________________________________________________Use time more effectively and complete more practical projects in: __________________________________________________Adhere to the standards of conduct and school policies at all times._____Increase speed by completing timed projects in: __________________________________________________________________Disciplinary probation (explain in comments)_____Disciplinary suspension (explain in comments)_____Disciplinary dismissal (explain in comments)_____Other (explain) ___________________________________________________________________________________________COMMENTS _______________________________________________________________________________________________________________________________________________________________________________________________________________ COMPLETE THIS PORTION OF THE FORM WHEN THE STUDENT IS SCHEDULED FOR A SATISFACTORY PROGRESS EVALUATION. CHECK THE APPLICABLE SECTIONS BELOW. _____ PROBATION (determined making satisfactory progress). If improvement to minimum requirements does not occur by the end of the probationary period, a second probation will apply. Financial aid (if applicable) continues during the first probationary period. _____ SECOND CONSECUTIVE PROBATION (determined NOT making satisfactory progress at the end of the probationary period. Financial aid funds (if applicable) are suspended until all minimum requirements for satisfactory progress are met. Student must make or increase cash payments for balance of tuition owed until satisfactory progress is reestablished. _____ CONTINUED PROBATION (determined NOT making satisfactory progress). At current progress student will not graduate by the contract ending date. The student will owe additional instructional charges according to the registration contract after the contract ending date. _____ APPEAL: By checking here the student appeals the satisfactory progress determination and will complete the required forms and provide supporting documentation as required for the appeal. _____ SATISFACTORY PROGRESS IN BOTH ACADEMICS AND ATTENDANCE IS BEING MAINTAINED.© 2009 Milady, a part of Cengage Learning.
    • Section Comprehensive Lesson Plans III Volume I—Basic Teaching Skills for Career Education Instructors
    • ● MASTER EDUCATOR—VOLUME I COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET NO. 1SUBJECT: BASIC TEACHING SKILLS FOR THE CAREER EDUCATION INSTRUCTORTOPIC: THE CAREER EDUCATION INSTRUCTORLESSON OBJECTIVES:Upon completion of the lesson, the student will: 1. Identify the qualities and characteristics desired in a master educator. 2. Understand the purpose and importance of developing each characteristic.IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Master Educator x Lesson Plan x Student Notebook x Pens, PencilsTEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Chalkboard 2. LCD Projector and Instructor Support Slides 3. TV and DVD playerFACILITY: Theory ClassroomTIME ALLOTMENT: 1 to 2 hours (adjust based on school schedule and student activities/participation)PRIOR STUDENT ASSIGNMENT: 1. Read Volume I, Chapter 1, Master EducatorEDUCATOR REFERENCES: 1. Master Educator interactive text/workbook Student Signatures Student Signatures(If more space is needed, use reverse side of form.)22 © 2009 Milady, a part of Cengage Learning.
    • Section 3 Lesson Plan 1 23● COURSE MANAGEMENT GUIDE LESSON PLAN 1SUBJECT: BASIC TEACHING SKILLS FOR THE CAREER EDUCATION INSTRUCTORTOPIC: THE CAREER EDUCATION INSTRUCTORLESSON OBJECTIVES:Upon completion of the lesson, the student will: 1. Identify the qualities and characteristics desired in a master educator. 2. Understand the purpose and importance of developing each characteristic.IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Master Educator x Lesson Plan x Student Notebook x Pens, PencilsTEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor): 1. Chalkboard 2. LCD Projector and Instructor Support Slides 3. TV and DVD playerFACILITY: Theory ClassroomTIME ALLOTMENT: 1 to 2 hours (adjust based on school schedule and student activities/participation)PRIOR STUDENT ASSIGNMENT: 1. Read Volume I, Chapter 1, Master EducatorEDUCATOR REFERENCES: 1. Master Educator interactive text/workbook_______________________________________________ _______________________________________________INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT_______________________________________________ _______________________________________________INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT_______________________________________________ _______________________________________________INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT_______________________________________________ _______________________________________________INSTRUCTOR NAME DATE TAUGHT INSTRUCTOR NAME DATE TAUGHT© 2009 Milady, a part of Cengage Learning.
    • Milady’s Master Educator Course Management Guide24NOTES TO EDUCATOR: 1. Review chapter and entire lesson plan prior to lesson. 2. Review Learning Reinforcement Ideas/Activities for this lesson and predetermine which activities will be used and at what point during the lesson you will incorporate them based on your time allotment. 3. Check overhead projector to ensure it is working properly, if applicable to this class. 4. Gather all materials and supplies needed for demonstrations prior to starting class. 5. Take attendance or have students sign in for class based on your school’s procedure. 6. During instructor preparation time and while student instructors are entering and getting settled for the class, have the slide containing the motivational thought for the day projected on the screen. If no projection is available, write the inspirational thought on the board. This will help to get both instructors and student instructors into the appropriate mind-set for learning and for the day. 7. Instructors should plan a dynamic, powerful opening for the class that will grab student attention from the beginning. Learners remember what you do first, best!● LESSON PLAN 1LEARNING MOTIVATION (WHY?):Imagine yourself as a graduate of this instructor training coursewho is about to embark on your first job interview for a position Inspirational thought for the day:as an educator within the field of cosmetology. You’re probably “There are millions of birds in the sky;nervous and don’t really know what to expect. Would your ten- of these, very few are eagles.”sion be relieved if you knew all the qualities and characteristics —Unknownthat the potential employer was seeking in a new educator?Would some of the pressure be reduced if you knew ahead of time what skills, abilities, and characteristicsyou need to develop to be an educator sought by schools for employment? Of course it would. That is whattoday’s lesson is all about. National research was conducted to determine the instructor characteristicsmost desired by cosmetology institutions. The schools, your potential employers, identified 17 commoncharacteristics that are needed for a new instructor to become a master educator. You’ve read today’s chapter, and now we’re going to discuss what it takes to become an “eagle” amongeducators. SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) I. BASIC FUNCTION OF EDUCATOR To facilitate learning among students. A. TEACHING An intellectual experience that demands the ability to invent, adapt, and create new techniques and procedures to meet the changing demands of learners. B. BACKGROUND OF EDUCATORS Licensed to practice certain disciplines; perhaps public speaking experience; industry platform work. C. ROLES OF A MASTER EDUCATOR Motivator, coach, mentor, friend, disciplinarian, peace-maker, negotiator, arbitrator, nurturer, entertainer. ACTIVITY: Have students discuss the various roles and give examples of how each of the roles © 2009 Milady, a part of Cengage Learning.
    • Section 3 Lesson Plan 1 25 could/will occur during their tenure as educators. The instructor should be prepared to comment on behaviors by the educator that will impact the new educator’s effectiveness in each role. D. BALANCE IN THE EDUCATOR’S LIFE Educators must have interests outside the classroom; they must be able to converse confidently about a variety of personalities, places, and events. II. PROFILE OF A MASTER EDUCATOR A. QUALITIES AND CHARACTERISTICS ACTIVITY: Have students discuss what each of the qualities and characteristics means to them personally. Instructor should be prepared to discuss the elements contained within the text/ workbook. 1. Loyalty 2. Welcome Advice from Colleagues 3. Constant Pursuit of Knowledge 4. Effective Time Management and ACTIVITY: Have students look at the Time Organized Work Methods Utilization Log and review its instructions. Have students commit to completing the log for the next few days and preparing a written report answering the questions stated in the interactive text/workbook. 5. Authority, Order, and Self-Confidence 6. Ethics and Character 7. Dependability and Flexibility ACTIVITY: To demonstrate to students how resistant to change we are, have them complete the following exercise. Ask students who are wearing jackets, sweaters, or lab coats to stand and remove them and then put them back on, noting which arm they insert into the sleeve first. Then ask them to remove the garments one more time and intentionally insert the opposite arm first. You will see some students truly struggling with the change. Use this exercise as an analogy regarding how resistant we are to change, but explain that although change is hard, it is good. Ask them how they will put their jackets on next time. Most of them will say they will do it the first way. Challenge them to change that behavior to avoid being in the same old “rut.” 8. Cooperation and Teamwork 9. Initiative/Ability to Work Independently 10. Patience and Self-Control 11. Professional Image 12. Courtesy, Compassion, and Consistency 13. Desire and Motivation© 2009 Milady, a part of Cengage Learning.
    • Milady’s Master Educator Course Management Guide26 14. Enthusiasm and Energy 15. Imagination and Pleasure ACTIVITY: Conduct the Creativity Exercise found at the end of this lesson plan. NOTE: Have students compare the length of their lists. Almost always the second list will be longer because for that list, students could give their imagination free rein . . . they could let it run wild. With the first list, they had to judge what was reasonable, and that slows down the creative process. So, the key to creativity is to suspend judgment. This approach can be used when dealing with any type of problem as an educator. Explain to students that they should first state the problem as clearly as possible; then allow a specific amount of time to list all the possible solutions that come to mind no matter how ridiculous; then review the list, analyzing and criticizing each idea. After review, apply and select the best possible solution for the problem. 16. Communications/Generational Skills 17. Winning Personality/Positive AttitudeSUMMARY AND REVIEW:We’ve established that a variety of qualities and characteristics are essential for us to develop on our questto become a master educator. In fact, these are all qualities that will serve us well as human beings, asfriends, as parents, as children, as supervisors, as employees, or in any other capacity in which we findourselves. It will take time to develop and master all of the qualities and skills we’ve talked about in thischapter. But with your commitment and dedication to your goal, it can be accomplished and you can becomea master educator.LEARNING REINFORCEMENT IDEAS/ACTIVITIES: 1. Have students complete the Enabling Exercises found at the end of Volume I, Chapter 1, of the Master Educator textbook. 2. Others (the instructor writes in activities or ideas that have been used effectively to supplement this lesson and aid other instructors who may use this lesson plan): ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ © 2009 Milady, a part of Cengage Learning.
    • Section 3 Lesson Plan 1 27CHAPTER 1—THE CAREER EDUCATION INSTRUCTOR 1. The basic function of the educator is to: a) facilitate learning. b) provide entertainment. c) be a social director. d) be a counselor. 2. Teaching is an intellectual experience that demands the ability to invent, _________________, and create new techniques and procedures to meet the changing demands of the learners and the industry. a) reject b) copy c) adapt d) misapply 3. One of the most frequently cited characteristics that school owners require in their educators is: a) discipline. b) loyalty. c) humor. d) friendship. 4. Educators must remain open to the knowledge of: a) their own experiences. b) only the textbook. c) only the lesson plans. d) all those around them. 5. Education is a continuing process; changes and improvements in techniques and technology within cosmetology and related fields take place: a) daily. b) weekly. c) monthly. d) yearly. 6. A good rule of thumb for effective professional development as an educator is to obtain how many hours of continuing education per year? a) 12 b) 20 c) 30 d) 40 7. ___________ is one of the most valuable resources of life, and every human being has exactly the same amount of it. a) Education b) Knowledge c) Time d) Money 8. What will determine the general direction of your life and energy? a) circumstances b) goals c) luck d) determination 9. The key to managing our time effectively is mastering: a) life’s nuances. b) basic elements. c) event control. d) theoretical skills.© 2009 Milady, a part of Cengage Learning.
    • Milady’s Master Educator Course Management Guide2810. Putting off until tomorrow what can be accomplished today is known as: a) indifference. b) procrastination. c) forgetfulness. d) laziness.11. When an individual is cited or appealed to as an expert and has the power to influence or command thought, opinion, or behavior, the individual is considered to be a(n): a) authority. b) know-it-all. c) professional. d) diplomat.12. Steps to build self-confidence are liking and accepting yourself, practicing self-control, becoming good at what you do, and being: a) critical of others. b) true to yourself. c) helpful to others. d) true to friends.13. Having authority in the classroom requires that master educators establish a _________ ________ between themselves and learners. a) close friendship b) close relationship c) close proximity d) formal distance14. Educators who are of high moral _______________ and firmness and who hold a set of moral principles or values that are above reproach are in great demand in the workforce. a) goals b) purpose c) excellence d) relationships15. In the school, a dynamic team will share a spirit of passion and focus on: a) individual goals. b) the same goals. c) personal beliefs. d) inconsistent goals.16. To understand and know what is expected of you in your educator role within an institution, refer to the: a) student handbook. b) position description. c) state laws. d) rules and regulations.17. When your _____________ rises, you will be able to take action without worrying that the action is the right thing to do. a) paycheck b) attitude c) self-confidence d) ego18. To turn challenges into opportunities with ease, the educator must be sincere, patient, and in: a) control. b) competition. c) love. d) harmony. © 2009 Milady, a part of Cengage Learning.
    • Section 3 Lesson Plan 1 2919. Qualities essential to success as a master educator are courtesy, compassion, and: a) inconsistency. b) consistency. c) intolerance. d) culture.20. The ingredient that makes the difference between an average educator and a master educator is: a) luck. b) education. c) opportunity. d) desire.21. The driving force behind everything an individual will accomplish, whether positive or negative, intentional or unintentional, is: a) motivation. b) emotion. c) manipulation. d) apathy.22. The term _____________ is derived from the Greek word enthous. which means “inspired.” a) eagerness b) enterprising c) enthusiasm d) excitement23. A master educator must _________________ working with students. a) tolerate b) enjoy c) avoid d) endure24. Any chance for happiness or success can be squelched by: a) enthusiasm. b) optimism. c) tolerance. d) negativism.25. Effective ________________ skills are needed to reach a variety of generations and backgrounds in today’s learners. a) communication b) technical c) vocational d) theoretical© 2009 Milady, a part of Cengage Learning.
    • Milady’s Master Educator Course Management Guide30ANSWER KEY—CHAPTER 1 TEST1. A 10. B 19. B2. C 11. A 20. D3. B 12. B 21. A4. D 13. D 22. C5. A 14. C 23. B6. D 15. B 24. D7. C 16. B 25. A8. B 17. C9. C 18. A © 2009 Milady, a part of Cengage Learning.
    • Section 3 Lesson Plan 1 31● CREATIVITY EXERCISE “TO JUDGE OR NOT TO JUDGE”This exercise will show you how to search for new aptitudes and point out that you do, in fact, have cre-ative use of your imagination. JUDGE SUSPEND JUDGMENTIn the space below, list all the SENSIBLE, In the space below, list all the POSSIBLE uses youREASONABLE things you can do with a standard can think of for a standard-sized red brick. Be out-number 2 pencil. Limit your comments to sensible rageous; consider everything. Just list them as youuses only. Take 2 minutes. think of them. Take 2 minutes._______________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________© 2009 Milady, a part of Cengage Learning.