Classroom Performance


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Classroom Performance

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