Teacher's Tips

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Our Latest Tip

From the 2008 Summer issue

Tips for Creating a Safe Space

The instructor must appropriately set the tone for honest communication through some authentic self-disclosure. Good places to start are talking about how you learned how to handle difficult ethical situations, mistakes you have made or why you are teaching this course.

Utilize exercises and learning experiences to create a safe emotional environment. Encourage learners to share things at the appropriate depth; too much or too deep a self-disclosure in the beginning of a group's development can act as an inhibiting factor.

• Be authentic and psychologically savvy.
• Encourage an open atmosphere.
• Set clear limits and boundaries
• Incorporate experiential learning concepts and activities.
• Maintain neutrality.
• Keep a non-judgmental demeanor.
• Be honest, humble and sincere.

• Express strength of character, warmth and a caring attitude.
• State and reinforce the concepts of classroom confidentiality.
• Model confidentiality by keeping student's paperwork and records in a locked cabinet.
• Refrain from talking about a student when you can be overheard.
• Ideally, arrange the seating so that everyone is facing each other.

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2009 Summer

Enhance Communication Skills

The art of a creative teacher is one who has the ability to educate learners by combining the use of Multiple Intelligences and Communication Styles. The foundation is laid by developing curriculum (lesson plans and activities) that addresses these styles and types. The next step is to encourage further exploration of these communication skills throughout the school term.

Actively Listen: Speakers usually reveal how they learn, take in information and retrieve what they have learned. Make it a conscious game for learners to pay attention in your classroom. Review the nine Multiple Intelligences and the four Communication Styles (with the 10 behaviors each). Give learners cues for what to listen for in regards to the types and styles. Consider making posters of this information so it can easily be referenced throughout the year.

Read More Information: Understanding the importance of these communication styles may require additional reading. There is plenty of information available on the Internet. Encourage learners to explore this topic.

Role-Play: Do role-plays after the learners have a better understanding of how to communicate and have identified their individual learning and communication styles/types. Have the learners become the client/practitioner or the consumer/business person. In one application have the learners stay in what they know, using their preferred MI and Communication Styles. Another role-play is to have the learners take on another style and/or type (this gives the learners an opportunity to experience what it is like to be out of context).

Evaluate: As each of us are learners, it is important to receive feedback. Ask your learners and colleagues how something could have been taught in another way for additional learning to take place.

2009 Spring

Encourage Participation in Discussions

• Create a safe space.
• Allow time for reflection.
• Set discussion ground rules complete with consequences for breaking those rules.
• Inform students that a percentage of their grade is based on their classroom participation.
• Control discussions so no one student monopolizes the classroom.
• Verbally reward participation.
• Ask open-ended questions.
• Allow time for reflection.
• Clarify any confusing comments.
• Call on nonparticipants.
• Utilize a variety of discussion formats.
• Be tactful whenever correcting a student.
• Resist responding to the students' comments.

• Avoid repeatedly calling on the same people.
• Summarize students' ideas on the board or overhead transparency.
• Point out the similarities and connections of students' comments.
• Make sure the discussion topic is relevant and interesting.
• Utilize small group discussions as an option or a prelude to a full class discussion.
• Use eye contact to provide feedback and maintain classroom management.
• Ask follow-up questions to a student's question or comment.
• Whenever a student asks a question, make sure everyone hears it: repeat the question and rephrase it, if necessary.

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2008 Spring issue

Key Business Class Activities

The majority of time spent in business class should be devoted to exploring the depths and nuances of this subject area. One of the most difficult challenges a business teacher has is deciding which activities to do. Include a variety of active learning techniques so you don't always rely on discussions. The following activities can be done for a variety of topics.

• Graduate Panel: Graduate panels bring an element of reality to business class. Plus they are a great opportunity to reinforce what you've been teaching.
• Self-Assessment: Oftentimes learners have no idea what career path to take. Do personality tests to assess their strengths and weaknesses. Discuss the advantages and disadvantages of the various career options.
• Simulations: Practicing activities helps to diminish fear associated with those activities, and enhances confidence and competency.
• Discussions: Discussions can be an effective tool to build rapport among learners, inspire the class to learn more about a topic, encourage critical thinking skills and gauge what learners know.

• Projects: Projects are excellent ways for learners to demonstrate knowledge and their abilities to analyze, synthesize and evaluate material. They can be done individually or in groups.
• Visualizations: Creative visualization can help learners stay inspired, energized and on track.
• Demonstrations: Demonstrations are effective, easy to organize, no-cost methods for active learning. Demonstrations can be done to teach topics, such as interviewing techniques, setting boundaries and communications.
• Games: Games that are fun and challenging promote active learning, encourage participation and enhance assimilation of the lesson content.
• Field Trips: Visiting different types of businesses often provides learners a new prospective and a dose of reality. Take them to different work environments as well as other companies that they might work with in the future (e.g., printer, laundry service).

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2007 Autumn issue

Business Course Preparation

The first stage is preparing your course. Your school might provide you with a full lesson plan or simply give you the course objectives. The following preparation steps come in handy whether you are essentially starting from scratch or adapting pre-designed curriculum:

• Review the curriculum, noting topics where you lack sufficient knowledge or interest and arrange guest speaker(s) for those topics.
• Read the textbook(s) and other material that are required for the course.
• Peruse other books and articles that address the course topics.
• Review the teaching materials supplied by the textbook publisher and the school.
• Compile research on current statistics, trends and regulations.

• Create a recommended reading list.
• Assemble ancillary teaching materials.
• Order freebies for students (e.g., sample preprinted marketing materials).
• Identify ways to teach using active learning principles and techniques.
• Review notes from times you've previously taught this course and incorporate changes.
• Finalize your lesson plans.

2007 Summer

Accelerated Learning Tips

• Provide content in ways that challenge the learners to search and discover the information for themselves.
• Incorporate challenge and novelty through active problem-solving activities that require movement and group interaction along with thought.
• Furnish many opportunities to link prior knowledge with new content.
• When you use lecture, overheads, or slide shows, break it into small chunks (no more than 20 minutes) with interaction between the chunks.
• Use holistic, big picture challenges as well as Brain Gym^™ exercises.
• Include instrumental music.

• Hold small group discussions where learners can test understandings and formulate questions without fear of embarrassment or failure.
• Allot time for internal processing through journal writing and time for notes on personal meaning and uses for the new learning.
• Encourage learners to ask and answer questions related to why we are here, what's the purpose of learning this content, what will happen when we finish the learning, etc.
• Employ aromas, such as lemon, peppermint, cinnamon and clove, to stimulate concentration and learning. Put citrus and peppermint hard candies on the tables to stimulate taste and support learning.

2007 Spring

Critical Thinking Chart

Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
Identify	Define	Experiment	Uncover	Create	Rank
List	Categorize	Classify	Compare	Forecast	Judge
Recall	Paraphrase	Distinguish	Discover	Form	Measure
Group	Summarize	Model	Examine	Predict	Conclude
Name	Show	Record	Divide	Invent	Defend
Label	Explain	Contrast	Simplify	Imagine	Rate
Find	Expand	Differentiate	Inspect	Construct	Grade
Match	Demonstrate	Apply	Survey	Extrapolate	Award
Select	Re-organize	Solve	Sort	Develop	Justify

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2006 Autumn

Focusing Techniques

• Compose a mini auto-biography
• Write a poem or short story
• Utilize aromatherapy
• Make a collage
• Do visualizations
• Dance
• Keep a journal
• Read poetry

• Create a mind-map
• Meditate
• Get a massage
• Perform breathing exercises
• Spend time outdoors in nature
• Listen to relaxing/inspiring music
• Practice Martial Arts, Tai Chi, Qi Gong, Yoga

2006 Summer

Newsletter Resources, Advice and Tips

2006 Spring

Demonstration Tips

• Whenever possible do demonstrations with a colleague so that one person can be talking while the other is performing the demonstration or moving through the room.
• Always check your equipment and supplies beforehand. Bring spares.
• Allot sufficient time to set up and disassemble displays.
• Be flexible in your demonstration plan. The audience may not be dressed appropriately for certain activities or may be limited in their ability to physically participate.
• Do things sequentially. Coordinate the demonstration with handouts, transparencies or posters that illustrate what you're doing.
• Invite the group to stand up and surround the demonstration area so everyone can see.

• If a volunteer is unable to do what you ask, change your approach, alter your pace or use different language. Make the volunteer feel at ease and reinforce his/her self-esteem by saying something like, "It takes a while to master this" or "As you continue with these techniques, you will notice vast improvement."
• Be prepared with a contingency plan in case a demonstration goes awry.
• Practice talking and working at the same time.
• Invite the group to stand up and surround the demonstration area so everyone can see.
• Distribute sample practice items for the group to work with while you are demonstrating. For example, if you are showing people how to massage their pets, pass out stuffed animals that they can rub while you demonstrate.

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2005 Autumn

Evaluating an Answering Service

Hours of Operation and Call Forwarding

Most answering services operate 24/7/365. You control when your calls are forwarded to your answering service. Make sure you have the option to daily change when you forward your calls. Also consider activating an automated answering option offered by your answering service during the evening hours.

Knowledge of the Industry

Most answering services serve a wide variety of customers. Ask if they have any experience working with your type of practice. Find out if they understand your industry and can answer specific questions that callers may ask about you or your services.

References

Ask for and check their references. Talk to their customers that are in your line of practice and ask them what they like and don't like about their service.

Other Services

In addition to answering your incoming telephone calls, ascertain additional services they might offer such as:

• Schedule appointments.
• Provide credit card processing.
• Send e-mail notifications to you and your staff for new appointments and appointment updates.
• Send e-mail appointment reminders to clients.
• Manage more than one location as one account.
• Process gift certificate sales.
• Build your client database with each appointment scheduled.
• Offer marketing and business development tools.

ROI

Establish the level of return on your investment their services deliver.

2005 Summer

Computer Savvy Tips

Computer security is preventing outside influences, such as viruses and hackers, from fooling with your files, as well as protecting files from accidental damage. (If unprotected, in as little as five minutes from the moment your computer is connected to the Internet, you can expect it to be infected!) Research how the following tips can help secure your particular operating system, (e.g., Windows 2000 and later, Mac OS X, Linux). The good news is, your computer may already include most of these features!

Anti-Virus Programs: Cleaning Out Viruses and Trojans

An infected computer often runs slowly, becomes plagued with pop-ups or crashes frequently. Here are some options to cure your computer:

• Commercial anti-virus programs: Norton's Anti-Virus or McAfee
• Freeware programs (free download from the Web): Spybot or AdAware
• Take your computer to your local trusted computer shop

Encryption: Coding Private Data

Encryption is the process of saving documents and other files which contain private information in coded form. Client information, for instance, should certainly be kept in encrypted form. You enter a (secret) password and the encryption program uses this password to scramble the bits of the document, or a whole drive; the document cannot be unscrambled without the password. Encryption can be applied at different levels: single files; multiple directories; and whole disks.

Backing Up: Data Loss Prevention

Data backup is making sure your information is safe even if there's a system crash or some other equipment failure. You can lose a document in lots of ways, such as accidentally deleting it; your hard drive failing for some reason; or you mess it up while moving it from one disk to another. There are several different ways of backing up: full backup; daily backup; specific backup; disaster backup; and automatic scheduled backup.

Firewalls: Protecting against Viruses and Trojans

A firewall is like a force field for your computer. Though Windows XP has a built-in firewall, it isn't necessarily enabled when you first get your computer. You can switch on the built-in firewall yourself by following the instructions on one of the following websites:

• XP. Vista, 7, and beyond have the firewall enabled by default.
• Windows 2000, unfortunately, does not include a software firewall at all. You can buy a firewall program from one of the vendors listed here.

User Accounts: Access Control

Most operating systems allow you to setup several user accounts on the same computer. Each user is assigned a name and a password, so that he or she can have the computer set up differently. Some programs can be made available to everyone, as needed.

Among these accounts, there is a pre-defined account called "Administrator." It is strongly suggested that this account is used only for system maintenance (e.g., installing programs, setting up firewalls, running anti-virus programs). A separate ordinary account should be created even for the principal user of the computer, with reduced privileges for general use.

2005 Spring

Getting to Know You

These questions help learners get to know each other better. Choose one or more of these categories. Start the process by answering the question yourself. Then either ask for a volunteer or simply pick the next person. Give that person something that can be tossed or passed (e.g., a small stuffed animal, a koosh ball or a talking stick). When the first person is done, he passes the item to another person who answers the question and passes the item. Proceed until everyone has shared.

• Your Name Origin: Are you named after someone? Is there a dictionary definition for your name?
• Do you have a nickname? If so, what's its significance?
• If you could be anybody in the world (past or present), who would it be? Why?
• If you could be any literary character, who would it be? Why?
• If you could be any celebrity, who would it be? Why?
• If you could be any comic-book superhero, who would it be? Why?
• What animal best represents you? Why?

• What would you buy if you just won a $1 million lottery and had to spend it in six months?
• Where would you go if you could travel anywhere in the world (money being no object)? Why?
• If you could trade places with an animal for one week, which animal would you choose? Why?
• What was your favorite subject in school? Why?
• Who was your favorite teacher? Why?
• What is your favorite website? Why?
• When you are not working/being in school, what are your favorite things to do?

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2004 Autumn

Seasonal Cheer Tips

• Hold an appreciation circle where each learner tells someone what they appreciate about that person. Start with a volunteer. Then the person chosen picks someone of their choice and shares. Continue the process as long as it is fun. End with a group hug.
• Organize a holiday bake exchange. Everyone (including the instructor) bakes three batches of their favorite goody and brings it in to class. Divide each person's goodies into the number of people attending. This way everyone gets an assortment of goodies to take home (and of course, nibble on a little bit during the class celebration). Make sure everyone brings tins, plastic bags or baskets to carry home their shared baked goods.
• Learners choose a "holiday spirit" good deed and complete them before the class breaks for the holiday. In an informal setting, possibly with background music and hot cider, the class shares their good deeds and how they felt these acts changed their views, made them feel or added to someone's joy.
• Gift exchange: Each learner brings in a wrapped gift that costs no more than $10. The gifts should be non-gender based and must relate in some way to their future profession. Pass around a basket that has numbered slips of paper (with as many people as are in the class). The person with #1 gets to pick any present and unwraps it. The person with #2 has the choice of taking the present from #1 or getting an unopened one. If #2 takes the gift from #1 then #1 gets to choose another present. Then #3 gets to pick either a new present or any of the opened presents. This continues untill everyone receives a present.
• Class concert: Everyone brings in a percussion or small musical instrument such as a hand drum, bongo, flute, rain stick, tambourine, maraca, kazoo or triangle. (Note: the instructor should bring extra instruments in case some people forget.) Lay the instruments on a table. Each person takes an instrument and the group plays for two minutes. Then switch instruments and play for another two minutes. Continue these rounds several times. Audiotape it for later laughs.

2004 Summer

Summer Motivation Tips

• Make your students feel welcome by putting a daily message on the board that they see when entering the classroom. Include a personal greeting, highlights of what they will be learning in class and an activity or question to get them thinking about the lesson theme. You can even tie the greeting header into the class lesson: Hello Financial Wizards; Good Day Marketing Masters; Good Morning Future Successful Business Owners.
• Gain a new perspective by holding class outside (weather permitting) or even in a different room.
• Take a field trip to the offices of a guest speaker (e.g., a marketing business, a print shop, a successful graduate of your school).
• Bring in a guest to speak on motivation.
• Create a "School Name" for your class and mascot that represents both the character of the class and inspires the class to excellence.
• Plan with other teachers to bring your classes together for a mutually beneficial collaboration.
• Have a potluck lunch and practice networking skills.
• Develop a community project that incorporates several ideas from class such as planning a public education and service outreach featuring activities within the students' scope of practice.
• Hold a comical awards ceremony gifting each learner with an appropriate title commemorating their unique talents. It's particularly effective if you can relate it to skills necessary for successful business, like "most sincere handshake."
• Solicit suggestions from learners for motivational activities for the class.
• Have learners write questions on index cards to be collected and answered "creatively" in the next class.

2004 Spring

Website Marketing Tips

• Print your website address on all your promotional materials (e.g., business cards, brochures, fliers, newsletters).
• Send out a special mailing to your client list announcing your website.
• Send press releases to local media about your website.
• Notify your Chamber of Commerce and Visitor's Bureau about your website.
• Post your address with Regional Website Directories and city sites (usually the listing is free but a charge is assessed if you want a direct link to your site).
• Link your site to other massage- related sites (contact the webmaster to ascertain if linking is an option).
• Crosslink (provide reciprocal links) your site with affiliated sites. For example, if you specialize in working with fibromyalgia, link with some of the online fibromyalgia support groups and resource organizations.
• Advertise on Internet classified sections.
• Deliver e-newsletters to clients and prospects.
• Check out ineedhits to find out which sites on the Internet are linking to your site.
• Purchase advertising on sites that you feel would be a likely source of people to visit your site.
• Join newsgroups, chat rooms, forums and discussion groups. You are not allowed to directly promote yourself but you can list your website address as part of your signature line. Visit Topica for a comprehensive directory of discussion groups, go to ChatMag for a chat room directory and check out Yahoo! for creating your own listserv. (By the way, there are several bodywork-oriented newsgroups already at Yahoo!.)
• Send broadcast E-mails to specific target markets inviting them to visit your website. These are mostly used when announcing a new site, additional services, special promotions and upcoming events. They can also notify people that you have information on your site that is of benefit to them (e.g., a specific article or tips). Use broadcast E-mails judiciously. If they are not substantive, they are perceived as junk mail!

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2003 Autumn

Classroom Celebration Tips

• Examples of appreciation: applause; certificates acknowledging fulfillment of student contract; awards; verbal thank-you's; "learner of the week" announcement and name posted.
• Secret Celebration Fairies: In honor of Winter Celebrations initiate secret appreciation pals. Each person has a name assigned or drawn out of a hat of another person in the class to honor each day or at other specified times. How to honor or appreciate the person is up to their pal though some parameters should be given lest it become too burdensome.
• Decorate with non-religious based items. Most winter holidays incorporate light due to the short days. Candles are always inspiring. Hanging lanterns, reflective garlands and symbols of light all bring the awareness of the light within to the space. Even a simple light string will add joy.
• Have learners generate holiday gift ideas for their clients. Make sure they consider if the gift is appropriate and ethical. Fun examples include: Stress-O-Meter/Mood cards; bath fizzles; laminated pocket reflexology cards; affirmation cards; and aromatherapy samples.
• Give a little gift that says something about who you are, such as a stick of incense wrapped in pretty paper with a string. Or you could print an inspiring saying and wrap it in a tube with ribbon. Candy often goes over well, perhaps even candy made with honey or organic sweetener instead of sugar.
• Encourage learners to put together a community "appreciation" project.
• Incorporate appreciation with the season by having your learners explore ways to show appreciation to each other and to their future clients.

2003 Summer

Classroom Confidentiality Tips

2003 Winter

Tips for Closing a Class

• Recap a class lesson: At the end of a class, have students put away their notes. Each student shares one thing they learned that day or found interesting (it must be different from what anyone else related). Hold a short discussion on each point.
• Make class notes on flipchart paper. When finished with a page, fold it in half and put it aside. At the end of the class/section shuffle the sheets, divide the students into groups (2-4 in each group) and hand out the sheets. Each group prepares a presentation based on the contents of the pages. Variations: groups prepare questions for an exam based on the contents of the pages; students create 60-second commercials based on the contents.
• End each day s lesson with a question and answer period to help encourage better understanding of material covered during class.
• At the end of a class/section divide the class into groups of 3-5 students each. Instruct each group to review their notes and choose 5 key words that they write on a note card. The groups then exchange cards. Each group writes and performs a jingle that incorporates the 5 key words.
• At the end of a class/section ask students to take 5 minutes to write down the clearest and vaguest concepts. Collect the sheets and use the information to correct common themes in misunderstandings and pursue certain topics in the next class. At the end of the next class have students review their sheets and check off the vague concepts that have been clarified. Then repeat the whole process.
• Students write test questions.
• Do a white board review with class participation.

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2002 Summer

Creative Classroom Tips

• Keep resources in a handy binder. Include meditations, class exercises, teaching tools, and self-exploration projects.
• Role play, small groups, and partnering assist the interpersonal and playful learners.
• Keep resources in a handy binder. Include meditations, class exercises, teaching tools, and self-exploration projects.
• Present, present, present: Students learn while they teach. Have students prepare lectures from the reading material or research a topic they are interested in that isn t covered in the curriculum.
• Hold classes outside occasionally.
• Break up the monotony with moving meditations such as a simple Chi Kung exercise.
• Be willing to "play" with your students; they are more willing to try something new when you are at ease with them.
• Discuss learning styles and design projects that work with each learning style.
• Play instrumental music during group activities or writing exercises.
• Change the routine or seating arrangement.
• Promote personal integration through journaling.
• Instruct students to write responses to questions or list key points on Post-It Notes®. Then students arrange them (by topic or importance) on a wall.
• Short meditations can be great for refocusing the class or for inspiration.

  Try Wherever You Go, There You Are: Mindfulness Meditation In Everyday Life, by Jon Kabat-Zinn.

• Hold "round-robin" reviews with students standing.

2002 Spring

Tips to Avoid Class Conflict

• Have the students create and sign a learning contract and discuss each item.
• Discuss respect and honoring each individual s ideas and contributions.
• Build an interpersonal climate. Create bonds among classmates. Encourage open discussions about things that personally effect each student. Limit the time for this and make sure everyone gets a chance to contribute.
• Create an atmosphere of safety. One way to promote group trust is by addressing privacy and confidentiality issues.
• Avoid overt competition as much as possible. Instead promote classroom cooperation.
• Pair up partners by drawing numbers. This helps to avoid the problems of the person who never gets chosen or the buddies that never interact with any other classmates.
• Preserve a constructive learning environment by demonstrating respect for students dignity.
• Be honest and demand honesty.
• An introduction exercise is a useful tool for building affinity. Sharing pictures, quotes, short readings, and hobbies works well also.
• Believe in and convey the value of each student.
• Prompt student contributions in a non-threatening manner by drawing out and noting their interests.

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2001 Winter

Adding value to your teaching (from Laural J. Freeman):

• Listen to the questions being asked.
• To understand students better, pay attention to the words they use.
• Be aware of the words you use and understand their impact.
• Remember that students feel their questions are important.
• Have students write down questions if they are asked at an inopportune time.
• Don't forget to get back to students with answers to postponed questions.
• Ask students to acknowledge their understanding of the subject.
• Ascertain how each student learns.
• Be willing to deliver information in various formats.
• Have a commitment to sharing information, knowledge and philosophies.
• Teach with passion.
• Say, "I don't know" when you don't; be willing to find out.
• Thoroughly research unknown information and remember to convey it.
• Deliver concise and appropriate answers.
• Encourage critical thinking.
• Allow students to use information they perceive as helpful.
• Give quick and easy solutions to help solve problems.
• Convey that everything is possible.
• Relate that there are always choices.

2001 Summer

The Peak Learning Moment

Once in a while there comes a defining moment when due to the statement, idea or question of a student the class ignites, comes alive and vigorously pursues the idea. This is not the time to continue with your agenda or to regain control. Instead seize the moment to encourage and allow the class to create. By stepping aside, you signal your acceptance of their process and give permission for this magical and exhilarating time to happen, and perhaps occur again!

Do	Don't
Let go	Dominate or control the discussion
Allow the students to set the agenda	Use their enthusiasm to re-set your agenda
Let the students direct the conversation	Interject your ideas
Participate as a learner	Be a teacher during this time
Demonstrate enthusiasm for their ideas	Demonstrate negativity
Enhance and extend the peak environment	Stifle the energy of creative thought

2001 Spring

Game Criteria

Conflict	A successful game has a degree of conflict that provides a challenge to achieve the outcome.
Constraints	It is ideal to have the least number of constraints imposed on the participants' behavior to promote creativity.
Type of Closure	End your game with something that is memorable and allows all participants to be a "winner."
Contrivance and Correspondence to Reality	Make the game realistic enough that the players get involved and that it corresponds sufficiently to real life.
Replayability	Creating a game so it can be played a number of times provides the students with the opportunity to try out different methods and learn from the resulting differences. The game should be flexible enough to accommodate minor variations to keep the players intrigued.
Time Requirement	To have a game be exciting, keep it fast paced. Games that drag can be deadly to involvement and participation.
Number of Players	Keep the game flexible by involving small groups of three to five players. Then use parallel play between the groups as an instructional advantage by having the groups compare their experiences during discussion time.
Purpose	The game should involve aspects of motivation, instruction, evaluation, and experimentation. Attempt to accommodate as many aspects as possible--keeping the components in balance.

Adapted by Linda Standke: "Using Games to Help Meet Your Objectives" from Adult Learning in Your Classroom by Philip G. Jones (Editor) (1982, 1989, 1995), ISBN 0-943210-00-3, Lakewood Publications

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2000 Spring

• Another idea to assure yourself that the students have retained the information is to have the students write you a letter 30 days after the class has ended. Have them tell you what they remember and what they have put into place that was learned in your class. Bob Pike says, "Training is a process not an event. It begins long before participants enter the classroom and does not end until we see results."
• Retention of learning is helped substantially if students make an action plan during class to be used upon graduation. Have times during class when students can reflect on the concepts they learned and how they will apply them. Have the students share with each other in small groups. Have the small groups share their best ideas with the class. All students are free to use whatever ideas or suggestions will benefit them and list those items in their action plan. 48 hours has proven to be a critical time to work on an idea. Encourage the students to do something toward the thought they wrote down in the next 48 hours even if it is just research.
• Albert Mehrabian has shown that if people are exposed to an idea one time they retain less than 10% at the end of thirty days. If they are exposed to the same idea, with interval reinforcement, six times over thirty days, retention is greater than 90%. The two keys are that the information must be reviewed and there needs to be an interval between reviews. The amount of time between the last review and the next one, needs to become longer. Reviews can me done in a number of ways. A chart can be made to list the ideas. The concepts can be shared in small groups. Students can complete a short quiz, draw a picture, create a role play or any number of other methods to reinforce the ideas and subjects learned.
• While you are teaching the subject, vary your teaching methods. In an earlier edition we explored the idea of Multiple Intelligences. Everyone learns differently. Keep that in mind when you design your curriculum and materials. If you can get students involved in the process of learning, they remember. At the end of each class ask them to tell you the 10 most important topics learned. A Jeopardy tournament at the end of class can be a great way to test the student's knowledge and understanding.
• The most important goal of teaching is that the student can apply the information once they leave the class. The key to that transfer of knowledge is the teaching method. Confucius said: "What I hear, I forget; what I see, I remember; what I do, I understand." Everyone learns by doing. How do you know if your students learned the information even if they told you they did?

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1999 Spring

• Another learning tool is to create stories around key points. Making up a story is creative and helps students to recall information. Encourage students to share their stories from memory!
• To improve learning, set key points to a song that everyone knows (such as Home on the Range) and have them all sing along. After you've done this a couple of times, you can assign students to create their own songs for the class to sing.
• When you need to cover a topic in which you are not an expert, consider the following options:
  • assign readings
  • have the students write reports on the topic
  • gather literature and discuss it in class
  • have students interview "experts" on the topic
  • assign students to make class presentaions on the topic
  • bring in a guest instructor
• Themes can make a class (or even a series of classes) much more enjoyable and accelerate learning. Occasionally a fun theme related to a holiday or season is fine, but in general it's best to relate the theme to the content so that students can clearly see the purpose behind it.

1999 Fall

• A variation of the previous idea is to use different colored adhesive stickers (dots and stars are available at most office or teaching supply stores). Place one sticker in the corner of each student's nametent, nametag, or on a handout.
• Determine the number of students in the class and select a prop that comes in a variety of colors. For instance, if the class is on customer service, use erasers or stickers in the shape of a telephone. For a class on motivation and procrastination, incorporate a "Round TUIT" chip or sticker. Make sure your have enough props to designate even teams. Randomly place one prop each student's table location.

Quick ways to designate leaders

Choose the person:

• who got up earliest that morning
• with the oldest/youngest child
• with the most pets
• with the birthday closest to the date of the class
• who drove farthest/least distance to the class
• who has the most/least siblings
• who has been married the longest/shortest period of time
• who has visited the most states/countries
• who has been with their organization longest/shortest period of time
• who flew on a plane closest to the date of the class
• who has read a non-job related book/article in the past month
• who has been to a theater to see a movie closest to the date of the class
• who has the oldest/newest car
• who had the smallest high school senior class
• who has on the most dark/light colored clothing
• who exercised most in the past week
• who has on the most jewelry
• who has the shortest/longest last names
• who lives closest to another family member (other than in the same house)
• with the longest/shortest hair
• who has moved their residence most recently
• who has lived in their current apartment/house longest

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1998 Summer

• Themes can make a class (or even a series of classes) much more enjoyable and accelerate learning. On occasion a fun theme related to a holiday or season is fine. In general, though, it's best to relate the theme to the class content so that students can clearly see the purpose behind it.
• Metacognition: The following process to help students learn better is adapted from the work of Robert Marzano, one of the developers of metacognitive models.
  1. Ask students to focus their attitudes toward the tasks they're about to undertake.
  2. Have students commit themselves to the lesson with a positive attitude.
  3. Students set short-term and long-term goals related to the learning and application of the lesson.
  4. Students apply the materials and monitor their progress on their goals.
• To reduce distractions, interruptions or cynical comments, give each student two pennies at the start of the class. Tell them that they can voice their objections or grouse but it costs them one penny per comment. When they no longer have any pennies, they can't put in any more of their "two cents" worth of comments.
• Play a version of Bingo to acquaint new students. Design a card that includes items that describe others in the group (e.g., local chapter officer; has grandchildren; wearing a red dress; loves football; hates football; etc.). The respective person signs his/her name on the proper slot. Prizes are given to those who get a card completely filled in.

  Another creative option incorporates funny actions that they must perform before signing the sheet, such as do "The Bump" or whistle "Old McDonald."

• To improve learning, suggest that students answer these questions after reading assignments:
  What was the essence of the material?
  What parts of it were most important?
  What areas do I need to learn more about?
  What opinions did it contain?
  What's my opinion of this material?
  What aspects of it are unique?
  What's one area I'd like to pursue in greater depth?

1998 Spring

• Enlist new students' help at graduation ceremonies. This promotes involvement in a school activity while also reminding them with enthusiasm about their own goals.
• Provide students with a list of planned activities and material to be covered during the week, along with corresponding book resource material. Also include scheduled dates for tests or assignments.
• When used wisely, humor gets the class's attention and enhances the student/teacher relationship.
• Every once in a while, ask students how the class may be improved.
• Instill a sense of curiosity into the learning process by sharing material and concepts from everyday life, including realistic future work situations.
• A great icebreaker is to write the names of characters (movie stars, musicians, cartoon characters, famous people . . .) on name tags, enough for one per person. Place the name tag on the back of each person. While they mix with the rest of the group, ask them to figure out who they are by asking only "yes" and "no" questions.

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1997 Summer

• Create an Olympics style "Ratings Game" to get students involoved and evaluate class material. Give each student an oversized playing card or a several pieces of stiff paper. Students evaluate ideas by flashing their ratings.
• Humor is an amusing and effective teaching tool. Psychologist turned "edutainer" Dr. Herb True in his book Humor Power* said that humor releases tensions, eliminates hostility, opens channels to others, shows us how to communicate clearly and reminds us when we aren't communicating.
  
  * Doubleday, August 1980, ASIN 0385146183

1997 Spring

• Use mental imagery to get a point across particularly if the class is having a hard time grasping an idea. The more bizarre the images used within the images, the more readily people remember the information.
• To reinforce new information, hold a trial: Have a 'judge,' 'jury,' 'prosecutor' and 'attorneys' introduce new products, new policies and defend management practices; have a gavel and robe; and call witnesses.
• Enhance memory recall while at the same time helping people get introduced to one another. If room is circular or a similar setup where each person can physically see the entire group, the leader starts by saying "My name is (Ed)." The first person to his left then says, "My name is (Sarah)," repeats the first name and restates her own (Ed, Sarah). The process is repeated throughout the group. Reassure your participants that they can actually accomplish this feat. It has been successfully done in groups as large as 100.
• For brainstorming encourage the free exchange of all ideas among the group. Initiate a non-judicial, non-threatening, creative exercise where small groups ideate goals and solutions. Basic brainstorming ground rules:
  1. No critical judgment permitted.
  2. Free-wheeling welcomed. The wilder the idea, the better.
  3. Quantity, not quality, desired.
  4. Combination and improvement of ideas are sought.
• To maximize information sharing in short time spans break up the group into smaller sub-groups of about six people. Have them discuss a given topic for six minutes. Each group reports on shared ideas. To maximize participation choose a chairman, a secretary and maybe even a third person as a "reporter" to speak to the larger group.

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1996 Winter

• Teachers have incredible and lasting effects on their students. Think of the impact some of your teachers had on you. Take advantage of the opportunity to create a lasting positive image with your students by building their self-esteem. Give them much verbal praise and use confidence-building phrases and actual pats on the back for good work.
• Assign students homework involving going to a massage supply store and buying something they need in their practices. By doing this students expose themselves to the various equipment available, costs and also introduce them to other professionals in a different arena within their chosen field.
• When students ask negative questions or respond in a negative way, answer their questions in a positive way. Reverse the negative into a positive so it leaves them thinking positively. It helps students learn to see the good in everything and everyone.
• Students often wonder about the relevance of information given in classes to their eventual careers. In light of this give them real-life examples of how it is useful. Do a role-play situation to convey the information through a client interview, or explain different ways in which this lesson is helpful in a session, in doing public speaking, or just in presenting oneself more powerfully.
• Involve as many senses as possible in your teaching experience. If students can feel it, touch it, smell it, look at it or hear it, they are more likely to remember it. Every opportunity you can take to involve students in participating actively helps them retain the information.

1996 Spring

• On the first day of class devote the first 10 minutes to asking people to introduce themselves to their neighbor. Then ask people to introduce their neighbor to the class. This allows time for students to become acquainted with each other while also providing a more enthusiastic way for introductions to be made.
• Group activities can be used for a number of different reasons such as discussing topics, performing tasks, brainstorming, tutoring, and problem solving. The most effective group activities involve five to six people. The most appropriate seating arrangements differ depending on the focus. Always have the different groups report their progress or findings to the larger group.
• Encourage students to ask questions whenever they arise, not just at the end of the course. When questions are asked, repeat them so all can hear them before you respond. Also, remember that no questions are stupid, so find the merit and mention it with every question asked.
• One of the best ways to inspire learning and better retention of that information is to encourage class participation. An idea to help all people feel freer to speak up is to make the room less formal in its structure.
  
  For example, if all chairs are set up singularly and in rows, move the chairs around tables. Also, as a teacher, make positive remarks that either mirror or affirm what students say, so it instigates further participation from others.

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1995 Summer

• Ask each student to create a 10-question quiz on recent material covered in class. The teacher chooses 10 questions from the combined test question bank and presents the quiz, which all students are well-prepared to succeed.

• Another game to stimulate classroom participation, and a little spice to the learning process, involves setting up teams to compete against one another, all with the basic goal of reinforcing the day's lesson plan.

  Students on each team prepare questions from information learned that day and challenge the other team to correctly answer the question. After a number rounds the team with the most correct answers wins. Be sure to tell both teams that everyone wins because it was really about learning the material.

• Continually encourage students to strive toward ongoing learning even after they graduate. Emphasize that learning is a lifelong process, that it always benefits them to further their training and knowledge while keeping them fresh and enthused about their work.
• At the start of a new semester play a fun and quick game that introduces students to each other in a positive way. The teacher initiates the game by saying his name and favorite hobby. The next person repeats the teacher's name and hobby, and then shares her name and hobby. Go around the room until all have been introduced.
• Whenever teaching students a new procedure, show them how to do it and immediately let them practice on each other. Students of massage and other healing arts therapies are probably more kinesthetically oriented, and enjoy learning new tasks when experiencing them.
• Handouts can serve as helpful learning tools for test reviews as well as reinforce special points made in class.