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10 Communication methods in teaching.pptx
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- 2. INTRODUCTION • Students havedifferent ways of absorbing information & demonstrating their knowledge. • So teachers often use techniques which cater to multiple learning styles to help students from retain information & strengthen understanding . • So the methods accepted by the teachers must link the teacher& her pupils into an organic relationship with constant mutual interaction
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- 5. PURPOSES • To providerelevant knowledge • To motivate the students to gain knowledge • To arouse students interest in a subject • To clarify difficult concepts • To promote critical thinking
- 6. TECHNIQUE OF LECTUREMETHOD Voice Gesture Eye contact Lecture outline and students notes Enthusiasm EXAMPLES
- 7. advantages ▶Apparent saving oftime and resources ▶Presence of the teacher ▶Covers a large group of students ▶Gives a feeling of security Dis-advantages ▶Keep the student in a passive situation ▶Does not facilitate learning how to solve problem ▶Offers hardly any possibility of checking learning progress ▶Does not allow for individual pace of learning ▶Low receptivity
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- 10. GUIDELINES FOR GOODDEMONSTRATION It should be planned Equipment should be visible to the whole class All equipment should be placed in order before starting the demonstration Purpose of demonstration should be defined before the procedure Demonstration should be quick and slick Demonstration should be interesting Students should be actively participate in the demonstration method
- 11. ADVANTAGES • co-ordination • Interestedto see application • return demonstration • apply it immediately DIS- ADVANTAGES • teacher-centerd • understand and clarify the scientific principles • small group teaching • observation skills • return demonstration- student centred
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- 13. STEPS OF LECTURE-CUM-DEMONSTRATIONMETHOD Planning and preparation Introduction of the lesson Presentation Performance of procedure Blackboard summary and supervision
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- 15. DEFINITION • GROUP It isa collection of individual in a face to face setting working on a task that requires co-operations Heidgerken • DISCUSSION It is the process where by two or more people express, clarify and pool their knowledge, experiences, opinions and feelings Dr.S.K.Nanda
- 16. PURPOSES • To teachcontext specific interpretation and application of principles, theories, and concepts • Assist students to develop, express and validate their opinions or beliefs regarding legal, ethical and controversial issues • To clarify information and concepts • T o share information • T o foster democratic values • To develop team building and social skills • To develop problem solving skills as a group • To arouse students interest
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- 18. DISCUSSION TECHNIQUES Small group 1.The individual conferences 2. Informal class group discussion 3. Seminar 4. Clinical conference 5. Ward clinic 6. Case method 7. Role play 8. Temporary subgroups(i.e. committee) Large group 1. Multiple group discussion 2. Symposium 3. Panel discussion 4. Role playing demonstration 5. Workshop 6. Colloquy 7. Debate
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- 20. CLASSROOM DISCUSSION TECHNIQUES Proper planning Preparing studentsfor discussion Discussion guiding techniques
- 21. advantages • Excellent studentcentred • Acceptance of students opinions enhances self-esteem • Helps students to develop problem solving, critical thinking, self confidence, etc. disadvantages • time-consuming (45min-1 hr) • Sometime teacher feels helpless • Ill-prepared for a discussion nothing good can be achieved • Incapable of controlling the group , few talkative students can hijack the discussion • Less efficient if the number of students exceeds twenty
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- 23. DEFINITION Seminar is aninstructional technique involves generating a situation for a group to have guided interaction among themselves on a theme which is generally presented to the group by one or more members R.A.Sharma
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- 25. PERSONNEL INVOLVED INSEMINAR ORGANISER CHAIRPERSON SPEAKERS PARTICIPANTS
- 26. Advantages • Different highercognitive abilities like analytical and critical thinking, synthesizing and evaluating the ideas • Tolerance for other’s view , openness to ideas, co-operation emotional stability instructional techniques with others, and respect will be the development of better learning habits • Instruction learner centred Dis-Advantages • Organised exhaustively subject matter • Cannot be used at all levels of education • Do not provide opportunities to others to take part in the discussion • During the discussion groups are formed into 2 ideas • Anti-ideas on the theme • Favourable ideas on the theme
- 27. • Topics arerelated to recent trends and developments • Multiple aspects of the topics under consideration is discussed • Chair person has to exert less control • Less time for discussion involving participants • Comparatively less preparation from the side of participants
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- 29. • Topics arerelated to controversial issues • Single aspects of the topics is discussed • Chairperson has to exert more control • More time for discussion involving participants • Demand more preparation from the side of participants
- 30. SEMINAR SYMPOSIUM • Topicsare related to recent trends and developments • Multiple aspects of the topics under consideration is discussed • Chair person has to exert less control • Less time for discussion involving participants • Comparatively less preparation from the side of participants • Topics are related to controversial issues • Single aspects of the topics is discussed • Chairperson ha to exert more control • More time for discussion involving participants • Demand more preparation from the side of participants
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- 32. DEFINITION Panel discussion isa discussion in which a few persons ( the panel) carry on a conversation in front of an audience Prof. Harry A
- 34. PRINCIPLES Observe the democratic principles of human behaviour Encourages independent active participation Involvesthe social and psychological principles of group work Based on modern theory of organization
- 35. CHARACTERISTICS It isused at college and university levels to organize teaching at reflective level It develops the ability of problem solving It provides an opportunity to understand the nature of the problem for discussion It develops the ability of presentation of theme and presenting one’s point of view logically It develops the right type of attitude and ability to tolerate the ideas of others It develop the ability of creative thinking and analysing the theme It develops the correct manners of putting questions and answering questions
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- 37. PUBLIC PANEL DISCUSSION TOPROVIDE FACTUAL INFORMATION REGRADING THE CURRENT PROBLEMS TO DETERMINE THE SOCIAL VALUES TO RECREATE THE COMMON PUBLIC
- 38. EDUCATIONAL PANEL DISCUSSION TOPROVIDE FACTUAL INFORMATION AND CONCEPTUAL KNOWLEDGE TO CREATE AWARENESS OF THEORIES AND PRINCIPLES TO PROVIDE SOLUTIONS TO CERTAIN PROBLEMS
- 39. PROCEDURE OF PANELDISCUSSION CHAIRMAN PANELISTS AUDIENCE
- 40. ADVANTAGES • This techniquesencourages social learning • The higher cognitive and affective objectives are achieved • It is used to develop the ability of problem solving and logistic thinking • It develops the interest and right type of attitude towards the problems • It develops the capacity to respect others, ideas and feelings and ability of tolerance • It can be used in large groups • Develops team sprit and sharing of information
- 41. DIS-ADVANTAGES • There arechances to deviate from the theme at the time of discussion • Some members may dominate the discussion and may deprive the other participants of the opportunity to discuss • There is possibility of splitting the group into two small groups ie for and against the theme • It does not maintain the conductive situation of learning • It is limited in its usefulness • Panel may lead to a certain tenseness of feeling if the topic is difficult to control • Not suited for the entire topic
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- 43. DEFINITION Role playing orsocial drama is a way of working out problems concretely and of gaining more understanding of oneself and others EDGAR DALE
- 44. PURPOSES OF ROLEPLAY • To convey information. • To develop specific skills. • To develop a situation for analysis. • To develop understanding of points of view of others. • To increase insight into typical way of dealing with a problem. • Provides an opportunity for social interaction among members.
- 45. PHASES OR STEPSINVOLVES IN ROLE PLAY 1.Warming up the group 2.Selecting participants 3.Set the stage 4.Preparation of observers 5.Enactment 6.Discussion and evaluation 7.Re-enactment 8.Re-discussion and Evaluation 9.Deriving Generalizations
- 46. BENEFITS OF ROLEPLAYING • Role-play strategies have shown their effectiveness in teaching English to learners, as role play can increase students' enthusiasm, self- confidence, and empathy, and encourage critical thinking (Alabsi, 2016) • Some of the are that it creates a deeper understanding of the issues, it creates greater empathy for those with different views, it allows for breaking up learning into smaller steps, and it provides opportunities to assess knowledge mastery and application of learning within a safe space • Teachers can make their classes interesting by introducing role play sessions. It can help students step out of their comfort zones and develop their interpersonal skills. This method can be useful while teaching literature, history, or lessons on current affairs.
- 47. • Role-play isa technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. • Depending on the intention of the activity, participants might be playing a role similar to their own (or their likely one in the future) or could play the opposite part of the conversation or interaction. • Both options provide the possibility of significant learning, with the former allowing experience to be gained and the latter encouraging the student to develop an understanding of the situation from the ‘opposite’ point of
- 48. ROLE PLAY Create awareness Expressionof feelings Adjustments Problem solving Minimizes shyness Gaining insight Develops team spirit Learner participation Provides concreteness to learning situation
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- 50. DEFINITION • A projectis a whole-hearted purposeful activity proceeding in a social environment DR.WILLIAM KILPATRICK • A project is a problematic act carried to completion in its natural settings J.A.STEVESON
- 51. TYPES OF PROJECTS Individualproject Group project The producer type The consumer type The problem type The drill type
- 52. CHARACTERISTICS OF AGOOD PROJECT • The method aims at teaching the child to get the best out of life • An attempt to use experience- the trust and the best master-whose lessons are unforgettable • Project method gives an opportunity for self-expression; it gives an opportunity for relating the self to the community • The project methods purposes the whole sequences of activities involved in a complete undertaking • A project can be a large unit of appreciation learning or of attitude development that increases motor skills and technical knowledge • A project is a play-activity and children engaged in the carrying out of a project • The project methods lends itself naturally to group work
- 53. ESSENTIALS OF AGOOD PROJECT The project should stress present and future values and experience The project must have a bearing on a great number of subjects and the knowledge timely challenging feasible
- 54. Advantages • Follows thepsychological laws of learning • Gives freedom to the pupils • Suited to the psychological concepts of maturation • Social values derives • Training for social adjustments • Trains for a democratic way of life • Learning through practical problem solving • Satisfaction of completing the whole task • Upholds the dignity of labour Dis-advantages • Time consuming and limited by availability and cost of materials • Most valuable among pupils of lesser academic ability • Leaves gaps in the pupil’s knowledge • May be too ambitious and beyond the pupil's capacity
- 55. FIELD TRIP A VISITFOR AN EDUCATIONAL PURPOSES
- 56. DEFINITION A field trip,also called as an observational visit, is defined as an educational procedure, by which the students obtain first – hand information by observing places, objects, phenomena or activities and processes in their natural setting to further learning
- 57. Types of fieldtrips Local school trips Community trip Educational trip
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- 59. Knowledge of resource Rapportwith the personnel in institution to be visited objectives Time and transportation Preparation of students Supervision Evaluation
- 60. ADVANTAGES • Connects StudentsTo the Real World. School field trips provide every student with real-world experiences. • Erases Classroom Boredom. • Better Grades in Studies. • Offers Different Cultural Experience and Creates a Social Bond. • Meets Families Expectations.
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- 62. DEFINITION Workshop is alarge number of people belonging to a particular discipline or allied disciplines collect together to take up specific issues and problems for making recommendation for future action GUILBERT
- 63. PURPOSES • Allows agroup of individuals to meet over an extended period of time, in a variety of sessions • Gives individuals opportunity to receive help from other participants and resource people • Provides learning situations based on interests and needs of participants • Gives individuals in the group a chance to workout their own specific programs • Provides group learning situations for the participants
- 64. PROCEDURE OF WORKSHOPTECHNIQUES • Presentation of the theme for creating awareness • Practice the approach for its applicability • Evaluation of the material prepared by the participants and follow-up programme First stage Second stage Third stage
- 65. ADVANTAGES • Workshops areparticipative • Participants identify their interest and needs and the learning situations are also based on them • Large members can be accommodated • Workshops are flexible • Emphasis is placed on improving individual understanding and proficiency • Theory and practice may be combined • Individuals are encouraged to formulate their ideas and tasks, and assistance is available
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- 67. DEFINITION Exhibits or exhibitionsare planned display of models, specimens, charts, poster, etc. presented to the public view for instruction, competition, advertising or entertainment
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- 69. Assessment Planning or layout Preparation Selectionof places Display Evaluation STEPS IN ORGANIZING AN EXHIBITION
- 70. Advantages Disadvantages • Canbe used to stimulate competitive spirit • Can create market for certain products • It gives a realistic touch to the learning situation • Makes the learning activity meaningful • Various sense organs work jointly • Reduce verbalism • Requires much preparations and investment • Cannot be used frequently or widely • Cannot lens itself to all topics • Most visitors seek amusement in competing events rather than education
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- 72. DEFINITION The arrangement ofmaterial to be learned into an orderly series of learning experiences, in each of which material is presented to the learner, a response is elicited and feedback is given J.D.Williams
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- 75. • LINEAR PROGRAMMINGimmediately reinforces student responses that approach the learning goal. Responses that do not lead toward the goal go unreinforced. Each bit of learning is presented in a “frame,” and a student who has made a correct response proceeds to the next frame. All students work through the same sequence, and a low rate of error is necessary to ensure continued positive reinforcement of correct responses. • BRANCHING, OR INTRINSIC, PROGRAMMING, was initially developed in conjunction with the use of an electronic training device for military personnel. This technique provides the student a piece of information, presents a situation requiring a multiple choice or recognition response, and on the basis of that choice instructs the student to proceed to another frame, where he or she learns if the choice was correct, and if not, why not. A student who responded incorrectly will either be returned to the original frame, or routed through a subprogram designed to remedy the deficiency indicated by the wrong choice. A student who selects correctly advances to the next frame in the program. This process is repeated at each step throughout the program, and a student may be exposed to differing amounts of material depending upon errors made
- 76. CHARACTERISTICS • It isa part of instructional technology and not an A.V.Aid • It is a strategy of teaching and learning • It is a strategy for modification of behaviour of learners and nor a solution to educational problems
- 77. PROGRAMMED INSTRUCTION MATERIALS 1.The teaching machine 2. The programmed textbook 3. The scrambled textbook
- 78. STEPS IN PROGRAMWRITING preparation Actual writing Try out and revision
- 79. ADVANTAGES DIS-ADVANTAGES • Instructionis individualized so that each student works at her own speed with concentration • The device generates self reliance and self confidence among the students • It develops good study habits • It ensures quality instruction in well formulated steps presented in various manner • Drilling exercises are presented in presentable and interesting forms • It saves a lot of time of the learner which is otherwise wasted in mass learning in the conventional class • The teacher-pupil contact which is so vital for the development of the human personality and relationship is completely lost • On language learning, speech is an important as the development of reading and comprehension skills. But there is no scope provided by this experience. • It does not eliminate competition or grades as often examined • It is costly when compared to the traditional method of teaching
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- 81. DEFINITION Computer assisted instructionis also called computer based learning and computer-based training , uses computers to aid in the delivery of multimedia packages for learning and teaching
- 82. MODES OF COMPUTERASSISTED LEARNING (CAL) Drill and Practice Mode Tutorial mode Laboratory mode Case- simulation mode Consultant role Manager of educational process
- 83. INSTRUCTIONAL USES OFCOMPUTER Drill and Practice Tutorial program simulations Nursing Research
- 84. Advantages It saves timein learning It performs miracles in processing the performance data It helps to determine subsequent activities in the learning situation The large amount of information stored in the computer is made available to the learner more rapidly The dynamic interaction between the students and the instructional programme is possible Limitations It is prohibitively expensive Computer inject a non- human quality into educational programmes It may ‘dehumanise’ man
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- 86. DEFINITION Clift et alBush (1968) Allen Microteaching is a procedure Microteaching as a teacher education Microteaching as a scaled which reduces the teaching techniques which allows teachers to down teaching encounter in situation simpler and more apply well-defined teaching skills toa class size and class time controlled encounter achieved carefully prepared lesson in a planned by limiting the practice series of five to ten minutes encounters teaching to as specific skill and with a small group of real classroom reducing teaching time and students, often with an opportunity to class size observe the performance on videotape
- 87. • The numberof students is from 5-10 students • The duration of period ranges from 5-20 minutes
- 88. S.NO CHARACTERISTICS DESCRIPITION 1MICRO-TEACHING a) Number of students to be taught b) Duration of lesson c) Subject matter to be taught to enable the trainer d) Number of instructional objectives and the content is kept low e) Reduces the teaching skill and size of topics f) Highly individualized training device to prepare effective teacher and provides feedback for trainers performance 2 TEACHING SKILLS AND TEACHING STRATEGIES a) Pre-instructional skills b) Instructional skills c) Post-instructional skills d) feedback 3 SAFE PRACTICE GROUND Teaching is performed under simulated conditions with a small group, the trainer is on a safe practice ground 4 THE TEACHING MODELS The trainer gets many opportunities to study the desired pattern of behaviour through demonstration given by the supervisor or tape guides, the trainer can develop his own style 5 THE RESEARCH LABORATORY • To optimize the procedure • Research in modelling and supervising techniques • Task analysis of teaching act
- 89. PRINCIPLES 1.Enforcement 2. Practice anddrill 3.Continuity 4.Microscopic supervision
- 90. PROBLEM BASED LEARNING Problem-basedlearning (PBL) is a student- centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.
- 91. DEFINITION • Problem basedlearning is a conception of knowledge, understanding and education that is profoundly different from the more usual concept underlying subject- based learning. Margetson (1991) • Problem based learning can be explained as ” the learning that results from process of working towards the understanding or resolution of a problem” Barrows (1980)
- 94. PROBLEM-SOLVING REQUIRES • Self-directedlearning • Small group learning • Critical thinking skills • Integration of different parts of the curriculum
- 95. SAVIN-BADEN 1996 LISTED3 KEY REASONS FOR PBL First reason was developing skills and more specifically clinical reasoning skills Second reason was that learning should take place in ‘context’ for the students Final reason was the promotion of self- directed learning
- 96. PROFESSIONAL BEHAVIOURS INPBL Respect Responsibility Self-awareness/ Self-evaluation Communication skills
- 98. Self- instructional Module(SIM) is an accepted strategy for self-learning and enhancing the knowledge. It refers to self- contained written material which can be used by the students for self-learning SELF INSTRUCTIONAL MODULE-SIM
- 99. CHARACTERISTICS OF SIM Self-explanatory Self- motivating Self- contained Self- evaluating Self- directional Self-learning
- 100. CONSTRUCTION OF SELF-LEARNING MATERIALS PreparatoryPhase Implementation Phase Evaluation Phase
- 101. SIMULATION Simulation is ateaching technique used in particularly in management education and training in which real life situation and values are simulated by substitute displaying similar characteristics
- 102. TYPES OF SIMULATION Simulationexercise Simulation game Role playing
- 103. PURPOSES OF SIMULATION •It is intended to help students practice decision making and problem solving skills • It help the student to achieve cognitive, affective and psycho-motor outcomes • Simulation provides a chance to apply principles and practice theories in learning activity of the students • Students can learn how to learn and test various approaches in a setting where patents cannot be hurt and where wrong decisions can always be reminded
- 104. Advantages Dis –advantages Simulation simplifies the complexity of real life to a level that can manage by the beginners Students may generalise the result of a single simulation It is highly student centred It is expensive in terms of time, money and energy It offers an excellent opportunity to learn from mistakes It may cause mental trauma to the participating students It help student to acquire concrete meaning for abstract terms It trains students in real life like situation, student may undervalue the complexities It fosters critical thinking and problem solving skills If group dynamics is not good, simulation may fail to attain objectives
- 105. CLINICAL TEACHING METHODS CASEMETHOD NURSING ROUND & REPORTS BEDSIDE CLINIC CONFERENCE (INDIVIDUAL & GROUP) PROCESS RECORDING
- 106. CASE METHOD • Casestudy method of teaching and learning originated many centuries ago • Case study method is probably has been used in the teaching of nursing more extensively and for a longer time than any other method • It describes the life history of an individual or all of the factors which affect a situation
- 107. CASE STUDY METHODUSED IN 3 FORMS 1.Case study or case presentation 2.Case analysis 3.Case incident techniques
- 108. Case study orCase presentation Case Analysis Case Incident Technique The student will be given A concrete case for A critical incident technique which the opportunity to provide analysis and discussion by requires immediate decision and nursing care for specific a group of students under action from a case and presented to client after 4 or 5 days of the leadership of the the students for their analysis and careful study, the student instructor. Sufficient decision. No background nurse will prepare case information is presented to information is given to them study by companions, the students to make regrading details of the incident at general discussion about judgement of problem or the time, it is presented. The the client will be dealt situation in case instructor will have facts about the case, can be given as requested by the students
- 109. NURSING ROUND &REPORTS • Nursing rounds is concerned with judging the adequacy of nursing care received by the patients and it is conducted under the leadership of senior nurses or nursing administrations with the active participation of nursing teacher, staff nurses and nursing students • Nursing rounds is actually an extension of the bedside clinic • The ideal duration of nursing rounds in a award is 45 minutes and this time is sufficient to know about 20-25 patients • In bedside clinic a detailed discussion regarding the nursing care of a single patient is carried out by taking 30-40 minutes
- 110. IT MOTIVATES THESTUDENTS TO, • Learn Nursing care in a real set-up, under the guidance of experienced and senior personnel • Learn more about the nursing management by referring related literature and through discussion with experts • Develop a positive attitude towards providing nursing care to patients • Promote team spirit and professionalism among the members
- 111. BEDSIDE CLINIC • Thebedside clinic is defined, as informal discussion about a patient related problem and free exchange of knowledge and experience about the same, identifying management strategies using problem-solving techniques • It can also be defined as a course of action discussion, focusing on assessing the nursing problem, arriving at possible solutions, helping students to examine a patient’s problems from his perspective.
- 112. PLANNING OF ABEDSIDE CLINIC Preparation Phase Conduction Phase Conclusion Phase
- 113. CONFERENCE (INDIVIDUAL &GROUP)
- 114. Individual conference Groupconference • Individual Conferences (IC), a critical tool of supervision, is arranged to facilitate interaction, sharing and feedback between supervisor and supervisee in a systematic, planned and confidential setting. • ICs are supposed to be held every week during the assigned time • Focuses on the overall development of the individual student. • The focus is more directed towards the development of clinical skills. • It mainly deals with the student nursing care ability, level of performance achievements and assignments related to the clinical experiences. • GROUP CONFERENCE • Is a small group teaching method. • The students are allowed to participate actively in the discussion, explaining their own experiences in the clinical area. • This helps the students to develop problem solving skills, team building skills and the ability to express themselves assertively. • Group conference is a vital part of the field work training, as it enables the students to develop some of the basic skills to become an effective social work professional. • It provides the students a rare opportunity to get exposure to a wide range of areas.
- 115. Individual conference Groupconference PURPOSE •To focus on the overall development of the individual student with a special emphasis to the clinical skills. • To recognize the ability and limitation of various team members. •To help in communicating ideas and viewpoints of students regarding problems pertaining to their clinical posting. •To provide opportunity to the students to refine their clinical skills • Each student is supposed to assume the role of Chairperson, Paper Presenter and Reporter at least once in each Group Conference. • It provides the student an opportunity to experience the process of presentation of a formal academic and practice oriented paper, to chair and moderate a formal discussion, to record the proceedings of discussion in a systematic, precise and formal manner, and to develop understanding of various settings and opportunities relevant to the field of healthcare. •T o encourage innovative and creative ideas among • It is an evaluative component of Fieldwork. They students. provide an indicative format for presentation and the roles of a chairperson, reporter and presenter.
- 116. Individual conference Groupconference PHASES / STEPS OPENING PHASE • The students are informed prior so that discussion is meaningful. • Patients selected should have typical signs and symptoms. WORKING PHASE • Focus is made on patient information such as bio data, family background, past and present medical history, signs and symptoms, line of care and nursing management. The teacher motivates the students to come forward with innovative and creative ideas suiting the problem or situation. CLOSING PHASE • Suggestions derived from various group conferences, relevant to the ward situation is put into the notice of the staff working in the same area in a friendly manner. In a group conference, the faculty supervisor attempts to educate students in a group with the objective of achieving the following: • To exchange ideas of each student within the group and help each member of the group learn from the experiences of the other • To increase co-operation and mutual support between members of the group • To encourage students to speak their mind so as to increase their confidence through group interaction
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- 118. MEANING • It isa written report of the conversations that occurred between the patient and the professional nurse, when they were working together towards a common objective. • It can be defined as a verbatim account of a visit for purposes of bringing out the interplay between nurse and the patient in relation to the objectives of the visit Walker
- 119. PURPOSES • To learnabout the interpersonal relationship and to gain competence in related skills • To improve the interviewing and conversational skill of the student • To recognize the verbal and non-verbal cues to the patient’s needs • To evaluate nurse-patient interactions • To increase observational skills of the students • To identify thoughts and feelings related to self and others • To improve the ability to identify problems and gain skills in solving them
- 120. PHASES 1.Preparing the studentfor process recording 2.Recording nurse-patient interactions 3.Evaluating the interaction by the instructor and the student