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Classroom Performance






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Classroom Performance Presentation Transcript

  • 1. Classroom Performance: Course & Instructor Evaluation Blue Cliff College-Shreveport Campus In-Service: Jeffery Kitchen B.S. Ed, LMT
  • 2. Today’s Objectives
    • Understanding the purpose of Course/Instructor Evaluation form.
    • How are results assessed.
    • Who evaluates our performance.
    • Sharing successes and challenges.
    • Improving our instructional methods.
    • How to maintain our sanity.
  • 3. The First Class
    • Begin by setting the tone you would like to maintain during the quarter-establish your guidelines, policies and expectations during the first class.
    • Be in class to greet students as they arrive.
    • Be yourself…a wonderful, intelligent and passionate professional.
  • 4.
    • Take care of administrative duties.
    • Review course syllabus, classroom policies and student/instructor expectations.
    • Review grading policy, attendance, participation and testing criteria.
  • 5. Building Rapport & Maintaining Boundaries
    • Being personable and professional.
    • Facilitating the highest level of learning.
    • Instructors function in multiple roles: teacher, role model, mentor, academic advisor, coach, mediator and encouraging elder.
    • Confidence, ability, leadership and an attitude of genuine caring.
  • 6. Clearly define objectives for each class
    • Identify the focus of class session in writing.
    • Follow this outlined focus. Provide consistency and order to class expectations.
    • Keep your focus and complete your objectives for each class session.
  • 7. Restate: Helping to maintain the focus
    • Written objectives of what will be taught.
    • Teach the material following objectives.
    • Restate what has been taught.
    • Elaborate…reword…recap.
    • Use open ended questions to assess students comprehension.
  • 8. Introduction of materials/concepts
    • Introduce new materials or concepts clearly.
    • Review previous class lesson highlights to tie in with new materials or concepts.
    • Engage the student by identifying “What’s in it for me?”, “Why is this information important?”, “How will I use this information in the real world?”
  • 9. Lesson preparation
    • Your level of confidence is directly related to your level of preparation and knowledge base.
    • Be ready to begin lesson on time and be ready for questions, comments and to provide clarification.
    • Model professionalism and confidence. If we are lost or disorganized we can’t expect students to take us seriously.
  • 10. Knowledge
    • Students know when we are “bs-ing” them. It is OKAY not to know something…turn this into a learning experience. Model and direct students how to find answers to life’s questions.
    • Our “Real Life” experiences in our professions are invaluable…the great gift we can offer students is to show them how material taught has application in their “Real Life” future.
  • 11. Lesson planning
    • There needs to be a plan. “Winging it” shows lack of respect for the student and the profession.
    • Instruction must have a purpose, order, flow and application to enhance the learning process and engage the student.
    • A plan should include activities and reinforcing materials.
  • 12. Course syllabus
    • Should include clear, unambiguous and objective/measurable expectations.
    • Students have the right to know what is expected of them. Students have the right to know what they can expect from us.
    • Academic freedom! The ART of teaching is what makes learning exciting. Dance, draw, take walks, role play, see things in a whole new way.
  • 13. Using humor
    • Be aware of what you say and how you say it.
    • Humor is an important teaching tool. Never degrade or shame.
    • Remember some students have little experience with humor that is not aggressive or negative.
  • 14. Eye contact
    • Establish connection between you and the students.
    • Understand that we have different levels of comfort with eye contact.
    • Constantly be aware of what is going on in the classroom. Are students paying attention? bored? confused? distracted? disinterested? reluctant to ask the question?
  • 15. We are all individuals
    • We cannot build relationships with people we do not know.
    • Use questioning to build understanding, show interest and promote interaction.
    • Expect to be questioned yourself.
    • Remember to maintain professional boundaries)
    • If we care or don’t care…students know.
  • 16. Engaging the class: questioning
    • Questions generate interactions, interest and critical thinking.
    • Use names.
    • Constantly assess the student’s level of understanding.
    • All students must be actively engaged and challenged.
  • 17.
    • The one who asks the questions directs the course of the conversation.
    • Students may be reluctant to raise their hand if they have a question.
    • Understand student’s non verbal questioning behaviors.
    • Lack of information and feedback causes anxiety with students. We all know the “sighs” and the “signs”.
  • 18. Value of materials and lesson
    • “What are we doing?”
    • “Why are we doing it?”
    • “What does it mean?”
    • Show relevance to the student’s career path-”what’s in it for me?”
    • How can the student apply this in a “real World” situation?
  • 19. Enhance the experience
    • Learning is perceived through ALL the senses: visual, auditory, kinesthetic and movement activities reinforce the lesson.
    • Handouts, demonstrations, team activities, guest speakers, field trips, power point presentations, “Real Life” storytelling, etc.
  • 20. Encouragement
    • Positive reinforcement propels the learning experience.
    • Build self-esteem through errorless learning and opportunities to have each student “get it right”.
    • A kind word, smile or pat on the back…”atta boy” goes a long way! (for Instructors too!!)
  • 21. Rules are rules
    • Rules are everywhere.
    • We teach more than just technical and academic skills. We teach life skills.
    • Professionalism is critical to any profession. We model this behavior.
    • Rules are to be questioned…understood and either complied with or not. There are consequences to each choice.
  • 22. Let’s talk!
    • What are your experiences?
    • Ideas?
    • Fears and frustrations?
    • Suggestions?