Teaching styles and development interpersonal skill
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Teaching styles and development interpersonal skill
- 1. ©2004 Community Faculty Development Center Teaching Styles AndTeaching Styles And development of interpersonaldevelopment of interpersonal skillskill by Shams ud dinby Shams ud din
- 2. ©2004 Community Faculty Development Center TEACHINGTEACHING Teaching is a social process for change inTeaching is a social process for change in behavior by imparting knowledge or skill tobehavior by imparting knowledge or skill to someone as well as interpersonal skills.someone as well as interpersonal skills. Teaching is fifty percent knowledge andTeaching is fifty percent knowledge and fifty percent interpersonal skills. Thefifty percent interpersonal skills. The quality of a teacher’s lecture or teachingquality of a teacher’s lecture or teaching methods will be enhanced by the quality ofmethods will be enhanced by the quality of their interpersonal skillstheir interpersonal skills
- 3. ©2004 Community Faculty Development Center The interpersonal dimension of higherThe interpersonal dimension of higher education is often given only minoreducation is often given only minor attention; however, this dimension plays aattention; however, this dimension plays a key role in truly transformative teaching.key role in truly transformative teaching.
- 4. T.TRAINERT.TRAINER E.EDUCATORE.EDUCATOR A.ADVISORA.ADVISOR C.COUNSELLORC.COUNSELLOR H.HELPERH.HELPER E.EXPERTE.EXPERT R.ROLE MODELR.ROLE MODEL KSA: Knowledge, Skills, and Attitudes Teaching StylesTeaching Styles .…Is it just a matter of style?….…Is it just a matter of style?…
- 5. A. Keep Students InterestedA. Keep Students Interested -- Excited teacher with loud voice and lots of energyExcited teacher with loud voice and lots of energy -- HumorHumor -- Change activities frequentlyChange activities frequently B. Respect LearnersB. Respect Learners Types of Teaching StylesTypes of Teaching Styles Shams bd 761897
- 6. ©2004 Community Faculty Development Center Interpersonal skillsInterpersonal skills Interpersonal skills are the skills used by aInterpersonal skills are the skills used by a person to properly interact with others.person to properly interact with others. Interpersonal skills include everything fromInterpersonal skills include everything from communication and listening skills tocommunication and listening skills to attitude.attitude. Good interpersonal skills are a prerequisiteGood interpersonal skills are a prerequisite for many positions in an organization.for many positions in an organization.
- 7. ©2004 Community Faculty Development Center RefereancesRefereances Interpersonal Skills Definition | InvestopediaInterpersonal Skills Definition | Investopedia http://www.investopedia.com/terms/i/interpersonahttp://www.investopedia.com/terms/i/interpersona
- 8. Teachers need to possess a number of skillsTeachers need to possess a number of skills in the teaching profession and includein the teaching profession and include communication, empathy, positivecommunication, empathy, positive motivationmotivation Aside from being competent in the subjectAside from being competent in the subject or subjects they teach, teachers mustor subjects they teach, teachers must possess extraordinary interpersonal skills.possess extraordinary interpersonal skills. The Necessary SkillsThe Necessary Skills SHAMS BD 761897
- 9. Assertive Suggestive Collaborative FacilitativeAssertive Suggestive Collaborative Facilitative .. Teacher’s experienceTeacher’s experience Learner’s experienceLearner’s experience Teaching StylesTeaching Styles SHAMS BD 761897
- 10. Assertive teaching styleAssertive teaching style Teacher’s experienceTeacher’s experience Learner’s experienceLearner’s experience AssertiveAssertive Suggestive Collaborative FacilitativeSuggestive Collaborative Facilitative SHAMS BD 761897
- 11. Facilitative teaching styleFacilitative teaching style • Facilitative Style: Asks open, reflective, or emotive questions. • Examples How do you feel about putting a needle in someone’s bone? How do you feel about caring for a non- compliant patient with osteomyelitis? Is it hard for you to ask about drug use? • Who’s working: Teacher facilitates, HOWEVER: Only the learner knows the answer.. • Deals with: (or useful for developing): Emotions or attitudes. Teacher’s experience Learner’s experience Assertive SuggestiveAssertive Suggestive CollaborativeCollaborative FacilitativeFacilitative
- 12. Teacher’s experience Learner’s experience AssertiveAssertive SuggestiveSuggestive Collaborative FacilitativeCollaborative Facilitative Suggestive teaching styleSuggestive teaching style • Suggestive Style: Asks leading questions.. • Examples 1. What germs cause osteomyelitis? 2. Which antibiotics kill those germs? 3. How well do those ABT’s penetrate bone? 4. What are the side effects of the antibiotics? • Who’s working: Teacher is organizing it for the student. Teacher is leading the student down a path.* • Deals with: (or useful for developing): Opinion or uncertainty. Helps with clinical thinking. • When we ask… …We are using the suggestive style. Compare and contrast osteo and SA When would you order a bone scan vs. a plain film in a patient with suspected osteomeylitis? SHAMS BD761897
- 13. Teacher’s experienceTeacher’s experience Learner’s experienceLearner’s experience AssertiveAssertive SuggestiveSuggestive CollaborativeCollaborative FacilitativeFacilitative Collaborative Style: Asks open, exploratory questions. • Example: What ABT’s would you use to treat osteo? • Who’s working: Student is organizing it. Focus of control is more with the student than the teacher. • Deals with: (or useful for developing): Opinion or uncertainty. Helps with clinical thinking.. • Questions to ask: What’s your assessment and plan? Collaborative teaching styleCollaborative teaching style SHAMS BD 76897
- 14. 1 Joint effort between the teacher and learner.Joint effort between the teacher and learner. 2 Built in Needs AssessmentBuilt in Needs Assessment 3 Deals with thinking skills.Deals with thinking skills. Similarities betweenSimilarities between Suggestive and Collaborative StylesSuggestive and Collaborative Styles SHAMS BD761897
- 15. Student working harder Students structuring responses Teacher’s experience Learner’s experience Suggestive Collaborative Teacher working harder Teacher structuring responses Contrasts betweenContrasts between Suggestive and Collaborative StylesSuggestive and Collaborative Styles SHAMS BD761897
- 16. ““Verbal Teaching Styles” areVerbal Teaching Styles” are value-neutral.value-neutral. No one style is unqualifiedly better or worse thanNo one style is unqualifiedly better or worse than another.another. Each “Teaching Style” has its own advantagesEach “Teaching Style” has its own advantages and usefulness.and usefulness. The Key is flexibility.The Key is flexibility. Summary of Teaching StylesSummary of Teaching Styles SHAMS BD 761897
Editor's Notes
- Didactic - 40 minutes; Demo Role Play - 35. Group Role Play - 1hour 15 minutes. Previously, we've seen the importance of doing a Needs Assessment. And we've practiced developing Objectives. Today’s talk is a Methods talk. We know that Needs and Objectives come in 3 flavors (Knowledge, Skills, and Attitudes). Today we’ll discover that there are different Methods for dealing with different types of objectives.
- There a 4 verbal teaching styles: Assertive, suggestive, collaborative, and facilitative. [Animate] Teaching styles lie on a continuum. It represents a range of behaviors. On one side it relies on the teacher's experience and on the other side, relies on the learner's. They are not mutually exclusive; during an interaction with the student most teachers go back and forth between various teaching styles.
- [At end of slide] - As you can see from the bone scan above we are going to stick with the osteomyelitis motif. [SW-this is actually an osteoid osteoma]
- Who is working: The teacher is facilitating. The teacher is helping the student to reflect, but it is ONLY the learner that knows the answer. [SW- tell story of Eric at age 4 telling me he wants to be a girl. Ignored x 3-4. Then I started wondering where is this coming from? So I asked him, “Why do you want to be a girl?” He said, “Because girls can do anything.” This is facilitative. I then used an assertive approach, “Boys can do anything, also.”
- *The teacher is really asking, ”How do I choose an antibiotic?" But instead of asking that directly, he has broken the question down into its component parts. What’s really being asked here is, “What do I need to know in order to choose the best antibiotic?” In other words, we're teaching clinical problem solving. If we just told the student, "Treat with nafcillin", they have not learned "why". They have not learned the steps you need to take to get to that answer. They will be less adaptable when the next patient comes along with osteo but who also has sickle cell disease and they forget to cover for salmonella.
- To review: What do the suggestive and collaborative styles have in common?: It is a joint effort between the teacher and learner. Both people are working. Because the learner is quite active in the process, there is a built in needs assessment. Both teaching styles deal with thinking skills and uncertainty. They deal with clinical situations that are not black and white.
- The difference has to do with how hard the teacher is working. The more dependent on the teacher, the more Suggestive the style. The more the student is structuring the interaction herself, the more Collaborative the style. When the resident finishes an H&P we say, "Tell me about the patient", that is Collaborative. The resident must figure out what information is even relevant. She must figure out how to organize the material, and must come up with a differential diagnosis and a plan. This is the most sophisticated response. When the resident can do this perfectly, we are no longer needed. What usually happens here is that they do an imperfect job. (This gives us our needs assessment. Now I know what I have to teach). When using a Suggestive style, the teacher is structuring the experience for the learner. The teacher is asking focused questions which lead the learner to AN ANSWER. This is the Socratic method.
- [1st 3 points] We've come to recognize that the verbal teaching styles represents a value-neutral model for classifying teaching behavior. No one style is unqualifiedly better or worse than another. It depends on the circumstances. [Last point] Each of us has a preferred or dominant style or two. But because we may tend to overuse our preferred style and we know that certain styles are more appropriate for meeting certain learning objectives, then it follows that an important goal is to become more flexible in the use of teaching styles.