Foundations of Teaching

1. Stanbridge University

2. • By the end of this session you should:
◦ Understand 8 Guiding Principles that
Stanbridge College instructors embrace
◦ Understand 4 Core Competencies that
distinguish Stanbridge College instructors

3. “Guiding Principles”

4. Create an “Employer Environment”
In your classroom, you are the “professional” and they
are the “employee”
Professionalism is a learned behavior
Stanbridge College’s curriculum models the
skills needed to be successful – not the
abstract
Including samples from your professional experience is
expected and a definite “best practice
Make sure to avoid biased or opinionated statements
If it is not part of the career, it doesn’t
belong in the classroom
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5.  It’s easy to lose sight of graduation – help your students
maintain focus
“I know … I use this technique when working
with a patient, and so will you when you
become an OTA”
 It is all about the “Certification or Licensure”
“This is a subject that you will see on the NCLEX…”
“The CCNC question about this may sound like …”
 Teach in the future tense
“When you see …, then this is how you will
need to respond ….”
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6. You are the working professional – speak
with guidance and direction
“This strategy will work” rather than “You might
want to try …”
“If you encounter (a problem), then react by
(response)” rather than “… might happen and if
so, you can try …”
If a question comes up that at the time it is
asked, respond immediately.
Provide an answer based on fact, or
Respond by saying, “I need to look into this and
get back to you (later today or at our next class)”
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7.  The moment we get to know our students and their
situations their attendance, interest and success improves
dramatically.
 What are their backgrounds?
 What are their challenges?
 What are their dreams?
 Who are they really here for?
 By displaying empathy for their situation, we validate their
worth
 “Some people think only intellect counts: knowing how to solve
problems, knowing how to get by, knowing how to identify an
advantage and seize it. But the functions of intellect are insufficient
without courage, love, friendship, compassion and empathy.”

8.  The Stanbridge curriculum has been developed to
prepare the students to accomplish two primary goals:
 Gain the knowledge that enables the student to successfully
pass the appropriate licensure examination
 Gain the skills and confidence that enables the student to
succeed as a professional
 Instructors are expected to adhere to the curriculum
by:
 Following the published syllabi
 Following the expected schedule and times
 Refraining from any comments that are less than supportive or
contradictive of the program
“I know it says to insert the catheter that way, but I really think you
should do it this way.”

9.  An instructor’s voice is their most important
“Instructional Aide” – with this in mind
 Vary your volume and tone for emphasis
 Speak to the entire room
 Be the “Human Highlighter”
“Be sure and mark this slide…”
“This concept will probably be on your next test”
“There will be 2-3 questions on this area on the NCLEX”
 “Work the room” – be a “mobile instructor”
 Walking the aisle assures students focus
 Walking the aisle elevates chances of “social networking
opportunities”

10. None of us like to hear a student say “I’m paying $50000
for this education and …”, but come to think of it, they are
and our commitment to them includes –
Treating them with respect –
This includes the way we teach them (an adult shouldn’t be asked to
read aloud from a text or be given ‘busy work’ to fill the clock)
Challenging them in the classroom
We’re training them to be professionals where individuals earn
they rewards.
Accepting that students do have lives away from
Stanbridge and possible an occasional crisis and we help
them through these times.
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11. Education is a collaborative
experience
Stanbridge instructors let the
class do the thinking and talking
We ask “open ended questions”
We put numerous “topics on the
table”
We “fuel the fire” of discussion by
inserting effective anecdotes from our
professional experience.
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12. 12
4 Core
Competencies

13. 13
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum

14. 14
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum
“The Facilitator”
Engages active learning
Varies their instructional methods
Drives the lesson through questions
Uses hands-on activities

15. 15
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum
“The Facilitator”
Engages active learning
Varies their instructional methods
Drives the lesson through questions
Uses hands-on activities
“The Motivator”
Is a mentor to their students
Offers ongoing encouragement
Promotes student growth
Maintains career focus

16. 16
4 Core
Competencies
“The Professional Teacher”
Prepares thoroughly
Communicates thorough knowledge
Teaches with confidence
Follows the curriculum
“The Facilitator”
Engages active learning
Varies their instructional methods
Drives the lesson through questions
Uses hands-on activities
“The Motivator”
Is a mentor to their students
Offers ongoing encouragement
Promotes student growth
Maintains career focus
“The Representative”
Personifies Stanbridge with integrity
Maintains institutional compliance
Uses “we “ statements when referring to
the Administration or the College