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Teacher's Corner

Sixty Second Surveys

Sixty Second Surveys are a regular feature of the monthly publication Teacher’s Aide Newsletter. The surveys grill educators on a variety of subjects related to teaching. As the name suggests the surveys generally take less than a minute to complete.

2016

Current Survey

November 2016 - Faculty Focus survey (read it here) about day-to-day teacher challenges

Our readers are experiencing the same challenges as educators in other higher-education institutions, in fact, the top 5 are identical (with the exception of institutional budget cuts ranking much higher in those traditional institutions). It seems that lack of preparedness and technology distractions are common across the adult education spectrum.

Here's how our readers ranked their challenges:

  1. students who are not prepared for the rigors of college
  2. technology distractions
  3. students who come to class unprepared
  4. student motivation
  5. demands outside of teaching
  6. staying current on instructional technology
  7. institutional budget cuts
  8. lack of collegiality in the workplace
  9. student incivility
  10. grading load
  11. increased class size
  • A few readers shared some other challenges they face on a regular basis, that were not included in the above
    • “Time outside of class that is paid for instructors and staff”
    • “Student emotional resilience/maturity Student lack of organization, ability to complete HW and other tasks on time”
    • “lack of communication from higher up administration”
    • “students with poor attitudes who are very capable versus those who have the drive but have much less capability of learning”
  • Compared to five years ago, would you say your job is more difficult, less difficult, or about the same?
    50%More Difficult
    42%About the Same
    8%Easier

  • During the past year, have you engaged in the following?
    58%Used a rubric
    67%Redesigned a course
    92%Incorporated technology into your course
    92%Attended a professional development workshop or conference

To review the Faculty Focus survey (which was much more extensive than ours), start with this analysis of the survey results.

October 2016 - Teaching to learning styles / preferences

  • Do you believe that knowledge of your students' individual learning styles or preferences, helps you to deliver lessons more effectively?
    87.5%Yes
    12.5%No
  • Do you evaluate individual and/or collective learning styles in your classroom?
    75%Yes
    25%No
  • Do you adjust your content delivery methods based on the learning styles of your students?
    87.5%Yes
    12.5%No
  • If yes, do you adjust based on the predominant learning preferences of the group, or do you try to meet each individual student's preference?
    40%Based on group assessment
    60%Individually
  • Do your own learning styles/preferences affect your choice of content delivery?
    81%Yes
    19%No

September 2016 - Student Recruitment and Enrollment

  • Have enrollment numbers gone up or down in your school over the last 5-10 years?
    42%Up
    58%Down
  • Choose the factors that you feel are most responsible for this change:
    16%tuition and fees
    47%job market and career opportunities
    63%in-/effective recruitment (marketing) efforts
    21%other:
    • “Increase in schools”
    • “local legal requirements, lower pay in the industry”
    • “In the Midwest there isn't much ‘employee’ opportunities and mostly being a business owner. That isn’t for everybody.”
    • “We are a small school with limited resources for marketing - what we do is effective“
  • Does your school participate in Federal Financial Aid Title IV funding?
    68%Yes
    32%No

August 2016 - Career Paths

  • Do you believe the approved curricula in your program prepares students well for both private practice and as employess?
    100%Yes
    0%No
  • Do you believe that most programs in your field provide appropriate preparations for both options?
    57%Yes
    43%No
  • If not, what is lacking in the curriculum?
    • “An understanding that owning a business creates a second career as a business owner and isn't just something done on the side. A focus on how to get a job--resumes, interviews, job searches”
    • “Realistic business studies - especially legalities involved with self-employment and hiring staff.”
    • “Variety of techniques”
    • “Business class”
    • “realistic earning projections and the correct manner to operate. Saddly lacking in many programs in numerous school”
    • “Many programs only give lip service to self employment. They do not adequately cover taxes and marketing.”
  • How important would it be to have core curriculum standardized throughout your profession?
    36%Essential
    57%Helpful, But Not Essential
    7%Not Important at all
    • [Essential] “Massage is so different from any other career. Therefore having the students more prepared for any giving situation from taxes to inappropriate touch is always needed.”
    • [Essential] “It's so important to know that your staff members know what they're doing and why, and that whoever has hired you knows what they're doing so you're not working for a business that's about to tank. Also, clients need to know that all therapists have been taught the essentials and actually know what the heck they're talking about. Would also make it MUCH easier as an educator to transition from one college to another.”
    • [Essential] “Gives a better understanding of the work involved with working for one’s self”
    • [Essential] “Graduates with an inadequate education reflect poorly on our profession.”
    • [Helpful, But Not Essential] “There has to be the ability of each program to assess what they feel are the needs of the student to enter the profession. If we leave it up to some of the organizations that are touting they are the ‘golden goose’ of knowledge about what is happening in the field we are going to go down a pretty slippery slope. And I can already see the slide.”
    • [Helpful, But Not Essential] “Part core and part electives”
    • [Helpful, But Not Essential] “Core curriculum may be helpful for students with regards to the MBLEx exam, but I also feel that it could overlook various aspects/concepts in our field. Massage therapy is so broad, that no singular curriculum could cover all aspects unless the time students spend in school is significantly extended.”
    • [Helpful, But Not Essential] “It would not suffice to the variations in lifestyle , in socioeconomic variables, in regional attitudes, in ethnic variations, in career goals, and the non traditional personalities which are drawn to the profession.”
    • [Helpful, But Not Essential] “Too many regional variables. You cannot standardize something as eclectic as massage business.”
    • [Not Important At All] “Standardization severely limits the ability of QUALITY schools to teach their strengths. This is a huge problem in grade schools, and should not be brought into adult education.”

July 2016 - About the massage industry in your community

  • In your community have the average prices for massage gone up or down over the last 5-10 years?
    60%Prices have increased
    32%Prices have decreased
    8%Don't know
  • By what margin?
    8%+25%
    52%-10%
    12%no change
    12%-10%
    26%-25%
  • What career paths are your current students most interested in pursuing when they graduate?
    24%Students want to be self-employed, in either private practice or independent contractor
    16%Students want to be employed by someone else
    60%Students want a combination of the above
  • Do you believe that massage is still a viable career?
    80%Yes
    20%No
  • Why or not?
    • YES “There’s a high demand for it.”
    • YES “currently massage therapy is gaining popularity with the medical doctors and spreading into doctor’s offices, chiropractor offices, and physical therapy offices”
    • YES “For every therapist entering the field there is a therapist transitioning out or onto another related field.”
    • NO “Too many part timers for real dedicated practitioners to deal with as competition. Even if they are excellent many clients purchase on price alone.”
    • YES “More people are getting results from Massage Therapy and less are turning to medication.”
    • YES “More massage employment opportunities in medical community”
    • NO “The rate paid in most settings in Santa Cruz County is not livable in this economy as a sole income option. We have seen a dramatic increase in cheap massage places and the laws are not working to prevent non therapeutic massage. The local school closed and we have no more resources. They were the hub of info including motivation and training for doing massage professionally. It looks like the field is moving in a direction that is not why a lot of people started doing massage…for an entry level certificate to work part time or supplemental income while caring for elderly parents or small children. Everything is different and nothing has gotten better :-(. It’s discouraging but that’s progress…”
    • YES “The general public is very aware of the benefits of massage therapy, we need more focus on getting the medical community to get on board.”
    • YES “Schools and franchises are more closely linked and (Steiner &is hooks) have changed curriculum and procedure to fit their time frame. This good for new grads to get entry level job which is the push. I have been LMT for 22 years. I have seen the good times and difficult. I believe $80-$100 per hour is not the norm anymore. More like $60-80 seems to keep clients. The expectation of full time career can happen and I think students really need more knowledge in finance to create a budget for themselves so they actually know what they need to survive/thrive in their area. Some actually think they can do more than 6 hours a day or 30 a week. That is very short sighted. In owning a business for 15+ years self care, boundaries and professionalism was the biggest issue. I think the new schools are too short to integrate these principles for most students. All this. And I know that LMTs are very special human angels with gifts that need to be shared as well as received. Thanks for opportunity to voice.”
    • YES “Therapeutic Massage is becoming a more mainstream alternate to drugs and surgery.”
    • YES “With health and wellness getting more mainstream and western medicine so outrageous for pills and cutting, the general public wants more control and knowledge of how to maintain and care for themselves.”
    • YES “In our massage therapy program, we receive more phone calls from employers looking for massage therapists than we have graduates to refer to them! This is an indication that the demand still exceeds the supply of therapists in our area.”
    • YES “It is but has changed a lot in the last 20 years. Especially for those employed. Pay has remained stagnant or decreased.”
    • YES “Massage is still a viable career option in my opinion since other healthcare professionals do not or will not take the time to perform this service on their own. Many doctors I have spoken with do not wish to hire a massage therapist for their office, but their nurses and other staff are not trained or skilled to do our type of work. However, due to the increase in education hours, price increases, and the inconsistency of being able to travel with your license state-to-state is still a hindrance for individuals wanting to get into the field.”
    • YES “For those wanting to be self-employed they leave my class knowing that it will take 5 years of hard work, the rest usually choose to work for a franchise.”
    • YES “The need for alternatives to pain-reducing medication is on the rise. Massage can fill the need.”
    • NO “Full-time massage therapy is very difficult to achieve (due to physical limitations, marketing, etc.); but it is great as part of a “patchwork“ career.”
    • YES “In Nevada Massage is a growing business. We can’t fill all of the requests for graduates to apply for open positions.”
    • YES “There is still a large differential in some areas between need and availability. Also, as folks learn of the benefits, more will seek services.”

June 2016 - The use of digital textbooks

  • Are your students required to use digital textbooks in their courses?
    8%Yes, but only for a few courses
    92%No
  • If yes, does your school provide pre-loaded ebook readers?
    100%No
  • If no, does your program offer digital texts as an option for the required texts?
    33%Yes
    67%No

For programs who give students a choice:

  • What percentage of students choose the digital option?
    16.5%None
    67.0%One quarter
    16,5%One half
  • What percentage of students choose both digital and print editions?
    83%None
    17%One quarter

May 2016 - The development of professional business skills

  • Do students expect your program to provide professional business skills, as well as the hands-on skills of their chosen craft?
    100%Yes
    0%No
    0%I do not know
  • How much time is spent on professional business skills development in your program?
    14%< 15 hours
    43%15 - 29 hours
    29%30 - 40 hours
    14%> 40 hours
    0%I do not know
  • Do you believe your program spends enough time on professional business skills development?
    57%Yes. We spend an appropriate amount of time on this subject.
    0%Yes. We actually spend too much time on this subject.
    43%No. We should be spending more time on this subject.
  • What other thoughts do you have regarding the development of professional business skills in your community?

    “it is very important to teach students how to operate their own business”

    “It should be something taught in schools before they reach tertiary education.”

Apr 2016

  • Which of the following are set up in your classroom?
    68%Computer with a digital projector
    21%Electronic whiteboard
    32%Wired Internet access
    89%WiFi Internet access
    32%Laptops/pads for each student
  • How would you rate your satisfaction with the type(s) of classroom technology you have, on a scale from 1-10 (10 being completely satisfied)?

    More than half (52%) of the respondents chose 8, 9, or 10. The weighted average was 6.86.

  • How comfortable are you using classroom technology, on a scale from 1-10 (10 being completed comfortable)?

    More than half (62%) of the respondents chose 8, 9, or 10. The weighted average was 7.95.

  • What changes would you like to see?

    “Nothing, we have state of the art equipment. Access to all [that] we need.”

    “I need time to interact and become more comfortable with this technology.”

    “I'm ‘OLD school.’ The DVD/CD's that were attached to my books are already NOT compatable with my laptop??? This has NOT been helpful... My preference, is ‘black & white’!"”

    “Our school does not have any technology besides a computer/projector you can roll into the room. We have no technology enabled teaching materials we do not create on our own. Would love to see some”

    “More staff using the technology so students have continuity in their education.”

    “None at this time.”

    “It would be nice to have enough tablets for each student to document SOAP electronically; as it is, we use paper and pen.”

    “iPads or tablets for students use.”

    “Proper speakers. Computer speakers aren't loud enough.”

    “Would like access to computer with projector all the time - we share with 4 classes. Also would like Wi-Fi available for the students - don't have it available at this time.”

    “More time!”

    “More reliable equipment and IT's ability to support and deliver.”

    “Our program teaches paper documentation and a separate general EHR class. It would be nice to have a class on electronic documentation for massage therapy.”

Mar 2016

  • Are you a teacher or an administrator,?
    48%Teacher
    4%Adminstrator
    48%Both

For Teachers:

  • How long have you been a teacher?
    0%Less than a year
    20%1 - 5 years
    20%6 - 10 years
    25%11 - 15 years
    35%Over 15 years
  • What subjects do you teach? (mark all that apply)
    75%Theory Classes (history, research, indications, etc.)
    80%Professional Classes (equipment, standard precautions, health & hygiene, laws, etc.)
    90%Therapeutic Relationship Classes (ethics, boundaries, etc.)
    95%Career Development Classes (communication, documentation, clinic, business, etc.)
    70%Science Classes (anatomy, physiology, pathology, etc.)
    75%Application Classes (techniques, palpation, movement, adaptions, etc.)
  • Do you participate in any student support activities beyond what is appropriate for your classes?
    60%Yes
    40%No
  • If Yes, how often?
    43%Once a week
    29%Once a month
    14%Once per term
    14%Rarely

For Adminstrators:

  • How long have you been in administration?
    9%Less than a year
    18%1 - 5 years
    18%6 - 10 years
    18%11 - 15 years
    37%Over 15 years
  • What is your role?
    9%Campus Director/Manager
    45%Education Director/Manager
    0%Student Services
    0%Career Services
    45%Other

    “Curriculum Coordination; Assistant to the Director”

    “Program lead. Assoc board member””

    “Program Coordinator”

    “Director of Instructional Technology”

    “Owner”

  • Do you fill in for teachers in the classroom?
    91%Yes
    9%No
  • If Yes, how often?
    20%Once a week
    0%Once a month
    20%Once per term
    60%Rarely

Feb 2016

  • Does your program provide any time management and organizational guidance to your students?
    65%Yes
    23%No
    12%Unsure
  • If yes, what type of guidance is provided?
    74%Handouts and activities in various courses throughout the program.
    37%Selective tutoring, for students who present these specific challenges.
    26%Formal training at orientation.
    16%Voluntary workshops.
    11%Nothing formal, but I cover these topics in my course(s) because I know they are important.
    0%Other
  • Do you believe it is the responsibility of the school/program to provide guidance for these universal challenges?
    88%Yes
    12%No

Jan 2016

  • What types of challenges do your students have?
    79%Financial
    63%Time Management
    53%Communication Barriers
    42%Learning Disabilities
    37%Learning Disabilities
    37%Behavioral
    32%Professional (appearance, hygiene, etc)
     Other

    “Inexperience”

    “Lack of academic preparedness for the rigors of the program.”

    “Personal self image….filled with doubt, insecurity, unawareness of their life mission/purpose, perfectionism (other than these realities, they're ready to roll!)”

    “pre-existing beliefs interfering with learning new ideas”

2015

Dec 2015

  • Select four (4) of the following topics that interest you and that you would attend if the webinar fit your schedule.
    68.2%Dealing with Challenging Students
    27.3%Discussing Online Ethics
    22.7%Getting Organized, Instructor Basics
    27.3%How to Avoid Chaos with Role-Plays and Simulations
    59.1%How to Improve Student Participation/Motivation
    27.3%How to Teach Online Marketing
    50.0%Preparing for Real-World Ethical Dilemmas
    9.1%Staying Connected to and Interested in Your Subject Matter
    36.4%Student Retention Techniques
    54.6%Using Teaching Styles and Learning Styles Effectively
    13.6%Other

    “Evidence informed research”

    “how to get involved with research”

    “Evidence Informed Practice/Research”

Nov 2015

  • Do you allow students to use computers, tablets, or smart phones during class time?
    82.4%Yes
    17.6%No
  • If yes, for which of the following activities?
    71.4%Note taking
    92.8%Internet Searches
    71.4%Web-based Interactive
    21.4%Other

    Multiple choice tests and quizzes are taken online through Blackboard.

    Textbook access.

    We have e-books on tablets for some classes.

Oct 2015

  • Do you discuss the appropriate use of Social Media with your students?
    100%Yes
    0%No
  • Do you encourage students to use Social Media as a way to market their practices?
    100%Yes
    0%No
  • Do you use Social Media to communicate with your students?
    50%Yes
    50%No
  • How do you feel about the use of Social Media for business purposes?

    “Like in all things, balance is key.”

    “Try tonuaebit sparingly as most students are adept now and to encourage a variety of good communication skills ie direct communication skills”

    “It is the way to reach people.”

    “I feel that Social Media is just one more tool that businesses can utilize for marketing and customer education, but I don't feel it should be the ONLY tool used. There is still something to be said for good, old-fashioned, face-to-face interactions.”

    “Good for marketing, questionable for communicating with patients”

    “I personally don't use it for business but I understand that this is how my students communicate and encourage them to explore all the possibilities that social media opens up for them.”

    “Positively! We use it to market our massage program.”

    “With proper boundaries, a business page on social media can be a good way to connect with prospective students and the public.”

    “I don't use it much but I have an office mate who benefits from it.”

    “I think it is a great way to communicate last minute promotions and fill in your appointment book for the day. Also it is a way to share training events and CEU classes that MT's have taken. also talking about in Spa promotions and sales.”

    “Invaluable”

    “I'm not excited about it (just another task for an already busy business owner) but realize that it is essential for my busienss today”

    “Love hate relationship”

    “if done appropriately, it certainly is the way to go with this new generation of students.”

Sep 2015

  • Do you teach the same things you learned in school, or do you follow current research and update your theories/methods/techniques/ideas/etc based on the newest information?

    6%I mostly teach what I learned in school, because the basics haven't changed much
    19%I update my theories/methods/techniques/ideas/etc when I'm required to by educational management
    75%I update my theories/methods/techniques/ideas/etc often, based on the newest information I can find
  • Comments:

    I update my material according to seminars, conferences and researching the newest material available. I am the Program Coordinator for our department so I get to make the decision as to what new material with use in our program. I follow through with research from other experts in my field. Books, written materials and CE classes. Then I share this new information with my group and we make a decision as a whole if this is something we want to include in out academic teaching.

    A combo of info from Colleagues with direct experiences and research based reports in professional journals.

    I use scholarly articles.

    I like to read articles about up and coming new ideas

    Currently, it isn't about a need for validation before I change my approach; it's more about having the time to conduct specific research.

    I trust certain experts/authors in the field. I read their opinions and then read the research they cite as backup.

    I change ideas based on what is really "out there" in medical offices and practices. If they are doing something new and it's been implemented, I try to adjust so my students learn that, because it may be where they are working in a year.

    I try to keep up with the changes, but I would say that a true answer would be between the second and third choice above. If the changes are backed with valid research or presented from a massage oriented group and I feel it's valid I usually try to mention it. I always let them know it is something new and present both new and old schools of thought.

    Textbook revisions, or several peer-reviewed studies

    Information from Speakers at Conferences, conversations with colleagues, but mostly from experiences while teaching, The classroom is the most amazing place to continue to learn about teaching. Been teaching for 55 years and still learning new skills and insights into adult education.

    Most basics are the same but adding new ideas and information that I can find keeps it fresh for me and my students.

Aug 2015

  • When you were hired to teach in an experiential program, were you hired only for your content expertise, or did you have formal teacher training? (Multiple answers were allowed.)

    63%I had content expertis
    31%I also had presentation experience
    50%I had prior teaching experience
    19%I had formal teacher training
  • Comments:

    I had to teach myself quality teaching techniques.

    Unfortunately, when I began teaching, there was no formal teacher training for massage therapists. I am glad to see that there are online and hands-on teacher training programs as well as books, videos, DVDS, mentors, and organizational resources like AFMTE available now. When I first began teaching, I entered the field with a university degree, help from mentors, and experience teaching English as a Second Language in northern Quebec. I also took a lot of CE courses before and after I began teaching and learned teaching skills from each instructor along the way.

Jul 2015

  • How important is it that all teachers are familiar with the core curriculum standards for your profession? (Use a scale of1 -10, 10 being extremely important)

    Importance12345678910
    Rating . . . . . .7.1%28.6%14.3%50.0%
  • How important is it that all teachers are versed in teaching methodologies?

    Importance12345678910
    Rating . . . . .7.1% .14.3%7.1%71.4%
  • What else do you see as critical to quality educational delivery?

    • passion for the material
    • Passion and flexibility. Each student learns differently and one method doesn't work for all
    • ability to keep generation X focused for more than 5 minutes
    • School administrators participating in the same trainings as teachers. The disconnect between educators and administration is alarming in the massage field. So very often, teachers are handcuffed by administration in massage school settings.
    • Being learner centered and utilizing as many different strategies as realistically possible. There are many different ways of learning.
    • For schools to stay up-to-date with current licensing requirements, what is happening with the job opportunities for massage, what is happening with the NCBTMB, MBLEx, AMTA, ABMP, etc.
    • experience in the field for at least 5+ years
    • Well trained and well paid teachers deliver the beat education.
    • Making sure each instructor knows where their material fits in the overall program.
    • humor and heart
    • Training as a TA is vital. Equally important to encourage trainee teachers to observe other teachers and coaches in a variety of professions and activities beyond bodywork - (high school, college, sport, dance, martial arts, Tai Chi etc)
    • Quality Teachers with Quality Qualifications

Jun 2015

  • How familiar are you with the professional association choices available to your students?

    86%Very familiar. I personally keep up-to-date
    14%Somewhat familiar. I rely on my Program Director to keep me informed
     0%Not at all familiar. I encourage my students to explore on their own
  • Do you belong to a professional association yourself?
    100%Yes
  • If Yes, which ones?
    71%ABMP
    43%AMTA
    14%AOBTA

May 2015

  • How do you handle student tardies?

    16.7%Ignore it if the student is less than 10 minutes late
    16.6%Deduct points from the students' grades
    16.7%Give make-up assignment
    50.0%Track the cumulative tardies. At a certain point discuss the consequences with the student.

Apr 2015

  • What is considered a “tardy” in your classroom?

    57%1 minute late
    43%5 minutes late
    No one chose times longer than 5 minutes.

Mar 2015

  • Do you participate in community outreach events with your students? Are the events school-sponsored, or do you volunteer to participate?

    90%Yes. And the events are school-sponsored.
    75%They are paid to supervise the students
    25%They volunteer their time
    10%No.

Feb 2015

  • Does your institution provide you with, or reimburse you for, continuing education?

    11.2%Provide
    44.4%Reimburse
    44.4%No
  • If you are reimbursed, please indicate the maximum amount yearly allowed. (We received these additional 4 responses.)

    1. Our school provides both. We have classes that we can attend free, and the school pays for classes at other locations. The amount is based individually on the class.
    2. $3000
    3. $250
    4. $150 per year

Jan 2015

How effective are the communication channels in your organization?
(0 being useless, 5 neutral, 10 very useful)

  • Faculty representative to an administrative decision-making group
    Importance012345678910
    Rating20%20% . . .20%20% .20% . .
  • Faculty member as advisor to the board of directors
    Importance012345678910
    Rating40% . . .20% .20% . . .20%
  • Program advisor who serves as a liaison between faculty and administration

    Importance012345678910
    Rating20% . . . .20% . .60% . .
  • Faculty surveys
    Importance012345678910
    Rating . . .20% . . .20% .40%20%

2014

Dec 2014

  • What kind of channels exist in your organization for communication?
    0%Faculty representative to an administrative decision-making group
    10%Faculty member as advisor to the board of directors
    70%Program advisor who serves as a liaison between faculty and administration
    20%Faculty surveys
  • Do you use these channels?
    100%Yes
    0% No

Nov 2014

  • If your students are required to take a licensing exam, what is the pass rate?
    66.7% 90-100%
    33.3% 80-89%
    0.0% < 80%
  • Are you satisfied with your students' pass rate?
    33.3%Yes
    66.7% No

Oct 2014

  • What is your overall school graduation success rate?
    0.0%100%
    33.3%95-99%
    16.7%90-94%
    16.7%85-89%
    33.3%80-84%
    0.0%< 80%

Sep 2014

  • How involved are the instructors in your institution in career services (e.g.: résumé and business planning, career coaching, sharing employment opportunities, facilitating placements)?
    50.0%Everyone participates in career services
    12.5%Only the business teachers participate
    37.5%Administrative staff handle career services
    0.0%After graduation they are on their own

Aug 2014

  • What types of student services does your institution provide?
    90.9%Tutoring
    72.7%Academic advising
    63.6%Career advising or coaching
    81.8%Access to resources (e.g. campus library)
    63.6%Community outreach
    27.3%Internships
    18.2%Externships
    9.1%Preceptorships
    9.1%Placement
    9.1%Financial Aid

Jul 2014

  • How important is accreditation to your institution?
    81.8%Very important
    9.1%Important
    9.1%Not important
    0.0%I don't know
    0.0%A waste of time and money

Jun 2014

  • Do you include textbooks in your student's tuition?
    75.3%Yes
    8.3%No
    16.7%Some books are included, others must be purchased directly.
     Comment: The training is informal and done within the organization (e.g., round-table discussions).

May 2014

  • How many books do you require your students to read throughout the program?
    0.0%0
    0.0%1
    14.3%2 - 3
    42.8%4 - 5
    14.3%6 - 7
    14.3%8 - 9
    14.3% 10+

Apr 2014

  • What types of technology do you use in your classroom?
    40%iPads or other connected tablet technologies
    100%PowerPoint or other formal presentation software
    100%Interactive software like Primal Pictures
    90%YouTube
    80%DVD movies
    30%Overhead projector and transparencies
    0%My classroom is a technology-free zone

Mar 2014

  • How important is it to have a separate textbook for each major subject? Using a scale of 1-10, with 1 being not important, 5 neutral, and 10 very important.
    Importance12345678910
    Rating10% 0% 0% 0%10%10%20%20%0%30%

Feb 2014

  • How important is it to teach the "soft skills" (e.g., communication skills, ethics, interviewing skills). Using a scale of 1-10, with 1 being not important, 5 neutral, and 10 very important.
    Importance12345678910
    Rating0.0% 7.1% 0.0% 0.0% 0.0% 0.0% 0.0% 7.1%14.3%71.4%

Jan 2014

  • Rate the effectiveness of staff meetings you attend. (0 = Waste of time, 100 = Highly productive)
    Topic0102030405060708090100
    Teaching Skills 7.1% . 7.2% 21.4% 7.1% 7.2% 7.1% . 35.7% 7.2% .
    Team Building . . . 7.1% 7.2% 14.3% 7.1% 14.3% 42.9% . 7.1%
    Curriculum Development 7.1% 7.2% 7.1% 7.2% 7.1% 7.2% 7.1% 21.4% 7.2% 14.3% 7.2%
  • Comments:
    1. The administration controls the topic and there is almost no discussion of Curriculum in these meetings. To be fair they will listen one-on-one but it takes forever for a change to happen.
    2. Sharing new ideas, audio-visual aids, YouTube animations, exercises between instructors.
    3. Community opportunities, student jobs opportunities.
    4. Comings and goings for the week.
    5. Student Issues - 100%

2013

Nov 2013

  • What percentage of the time in faculty meetings are devoted to covering the following topics? (Number of respondents) (Part 3 of 4)
    Topic0%10%20%30%40%50%60%70%80%90%100%
    Teachers' performance.63.1......
    Students' performance1.512.1....
    Grievances252..1.....
    Curriculum development.53..1.1...
    Teaching skills.622.......
    Technology updates18..1......
    Special events19.........
    Team building25111......
    Totals6441645211000

Oct 2013

  • How often does your institution hold faculty meetings? (Part 2 of 4)
    0.0%Weekly
    28.6%Twice a Month
    42.9%Monthly
    21.4%Quarterly
    7.1%Rarely
  • How long is a typical faculty meeting?
    0.0%Up to .5 hour
    50.0%.5 to 1 hour
    28.6%1-2 hours
    21.4%More than 2 hours

Sep 2013

  • Does your organization have clear procedures for faculty/administration grievances? (Part 1 of 4)
    81.8%Yes
    18.2%No
  • If Yes, how would you rate their effectiveness on a scale of 1-10 (1 being useless, 10 being highly effective)?
    12345678910
    10.0% 0.0% 0.0%10.0% 0.0% 0.0%10.0%20.0%30.0%20.0%

Aug 2013

  • How does you organization offer tutoring for students?
    0.0%None
    7.1%1-10 hours (Free)
    7.1%11-20 hours (Free)
    64.3%Unlimited (Free)
    14.3%$1-$25 per hour
    0.0%$26-$35 per hour
    0.0%$36 or more per hour
    7.1%Combination of Free and Fee
  • If a "Combination of Free and Fee," please describe
    If a student is diagnosed with a disability, the disabilities office provides tutoring for them (if the tutoring is related to the disability). Otherwise, the student pays for a tutor at the $1-$25 per hour rate.

Jul 2013

  • Does your organization provide in-service training on teaching skills?
    78.6%Yes
    21.4%No
  • If yes, please check all the ways this is done:
    45.5%The training is outsourced.
    81.8%The training is facilitated by a staff/faculty member within the organization.
    54.5%The training is informal and done within the organization (e.g., round-table discussions).
    0.0%Other

May 2013

  • How does you organization offer tutoring for students?
    7.7%1-10 hours (Free)
    0.0%11-20 hours (Free)
    46.2%Unlimited (Free)
    23.1%$1-$25 per hour
    0.0%$26-$35 per hour
    7.7%$36 or more per hour
    15.4%Combination of Free and Fee
  • If a "Combination of Free and Fee," please describe
    1We have a combination of options. We offer free Q&A's multiple times (3-4) during a massage or Kinesiology segment. Students may also obtain tutoring at $35/hr and can split that per student to reduce costs.
    2We allow student-lead study groups. These are free and we allow students to use facility for these sessions.
    3Up to ten hours free, then $25.00 per hour after that.

Apr 2013

  • Does your organization have clear procedures for student Grievances?
    84.6%Yes
    15.4%No
  • If Yes, how would you rate their effectiveness on a scale of 1-10, (1 being useless, 10 being highly effective)?
    12345678910
    08.3%08.3%00033.3%25.0%25.0%

Mar 2013

  • Do you feel well acquainted with the owners of your organization?
    88.9%Yes
    11.1%No

Feb 2013

  • Is your organization committed to fostering critical thinking?
    82.4%Yes
    17.6%No
  • If yes, list all the ways this is done:
    57.1%A key administrator is in charge of ensuring that critical thinking is implemented.
    71.4%Ongoing training in critical thinking is provided for faculty and staff.
    71.4%Faculty is provided with access to publications and other resources in critical thinking.
    85.7%Lesson plans incorporate critical thinking.
    78.6%Student assessment includes higher-level critical thinking skills.

Jan 2013

  • Does your educational institution compensate you for out-of-class time spent talking with students regarding coursework or challenges they are experiencing?
    31.8%Yes
    68.2%No

2012

Nov 2012

  • Rate how well most new teachers (1 month to 2 years) perform?
    Topic12345678910
    Classroom Management 2 132
    Student Involvement 1222 1
    Addressing Learning and Personality Styles 12 33
    Curriculum Development 22211 1
    Assessment Techniques 2122 2
    Presentation Skills 1214 1
    Utilizing Technology 1 12 221
    Working with Special Needs Students 2 222 1

Oct 2012

  • Rate the following teaching skills according to importance.
    Topic12345678910
    Classroom Management 1 1116
    Student Involvement 1 117
    Addressing Learning and Personality Styles 21214
    Curriculum Development 1 162
    Assessment Techniques 1234
    Presentation Skills 19
    Utilizing Technology 3322
    Working with Special Needs Students 11 1 241

Sep 2012

  • Rate the amount of class time on the following ethics topics (on a scale of 1-5)
    Topic12345
    Principles, Power Differential00193
    Boundaries00148
    Ethical Dilemmas, Conflict Resolution01255
    Sexual Misconduct00166
    Client Communications, Confidentiality00157
    Professionalism, Personal Appearance01155
    Dual Relationships00283
    Effects of Emotional Trauma02443
    Business Ethics, Policies, Scope of Practice00157

Aug 2012

  • Do you incorporate online survey tools?
    20%Yes
    80%No
  • If yes: (3 respondents)
    0.0%Conduct research
    0.0%Capture opinions
    0.0%Gather feedback on specific topics covered in class
    0.0%Generate ideas for future classes
    33.3%Evaluate the satisfaction level for the course
    33.3%Measure the teacher's performance
    33.3%All the above

Jul 2012

  • Have you ever created a Facebook group dedicated to your class, seminar, or webinar?
    25%Yes
    75%No
  • If yes, on a scale of 1-5 (with 5 being the best), how useful was it?
    0.0%1 (total waste)
    33.3%2
    33.3%3
    33.3%4
    0.0%5 (stunningly effective)

Jun 2012

  • Do you use social media platforms as learning tools in your classroom?
    56.3%Yes
    43.8%No
  • If yes, how many times do you include a guest presenter per course? (Multiple selections were allowed)
    55.6%Facebook
    11.1%Twitter
    33.3%Google Places
    0.0%Pinterest
    77.8%YouTube
    33.3%Other:
    1. Our school has a FB page but it is more for graduates than current students
    2. Texting review answers to instructor during Jeopardy-type games
    3. My students "like" NCBTMB page on Facebook and I can take questions from that site for daily graded tasks

May 2012

  • How do you increase your students' awareness of current research findings?
    77.3%We mention the importance of research
    27.3%We teach a class on research
    68.2%We provide students links to various research sites
    9.1%We keep a digest of relevant research findings
    45.5%We post new research findings when available
    63.6%We give assignments in class that relate to current research
    13.6%Hmmm... Perhaps this is something we need to add to our curriculum

Apr 2012

  • Do you bring in guest speakers?
    94.4%Yes
    5.6%No
  • If yes, how many times do you include a guest presenter per course?
    29.4%One
    23.5%Two
    35.3%Three
    0.0%Four
    11.8%Five or more

Mar 2012

  • Which of the following teaching skills are you most interested in improving over the next 12 months?
    50.0%Creative methods of delivering material
    27.8%Curriculum design
    0.0%Writing learning objectives
    27.8%Assessment techniques
    11.1%Classroom management
    22.2%Working with a diverse student population
    22.2%Integrating technology into the classroom
    50.0%Methods for inspiring critical thinking
    16.7%Student involvement
    22.2%Teaching students with learning disabilities

Feb 2012

  • Does your business curriculum include information on how to sell products?
    13.3%No
    66.7%Briefly
    13.3%1-3 hours
    6.7%3-5 hours
    0.0%5-10 hours
    0.0%10+ hours

Jan 2012

  • How often do you attend conferences that are specifically designed for educators, trainers or administrators?
    0.0%Never, not interested
    26.3%Not yet, but plan to in the future
    68.4%Once a year
    5.3%Once every 2 years
    0.0%Once every 3 years
    0.0%Once every 4 years
    0.0%Once every 5+ years

2011

Dec 2011

  • How involved are you in the curriculum design of the classes you teach?
    34.8%I am responsible for creating everything from learning objectives to lesson plans to slides to tests.
    39.1%I am given a syllabus with objectives, and I create the actual lesson plans and ancillary materials.
    17.4%I am provided with all of the materials and am allowed to make adaptations (e.g., change some of the activities in the lesson plans).
    4.3%I am provided with all of the materials and am required to follow them.
    4.3%Other

Nov 2011

  • How many books on teaching or learning do you read each year?
    23.5%1
    41.2%2
    0.0%3
    0.0%4
    35.3%> 4
    0.0%Who has time to read?
  • What are your favorite books on teaching or learning?
    1. Books based on Androgogy / Pedagogy
    2. John Gray Phd, any of his Mars Venus books. I also enjoy reading the Massage and Bodywork magazine.
    3. pzazz
    4. basic clinical massage, orthro massage, the practice of shiatsu
    5. Teaching Massage
    6. Teaching Massage from ABMP
    7. Mosby's Pathology for Massage Therapists ~ Massage Therapy Principles and Practice
    8. Think and Grow Rich - N. Hill
    9. Teaching Massage it is put out by ABMP. I also enjoy these newsletters you have some great ideas
    10. ABMP's hand book was good on teaching styles.
    11. Basic Clinical Massage herapy, Business Mastery, & The Educated Heart
    12. I love reading textbooks mostly
    13. Teaching Massage The Educated Heart Beck's Theory & Practice of Therapeutic Massage
    14. How am I Smart? by Kathy Koch
    15. Teaching Massage from Lippincott

Oct 2011

  • Does you school/organization have a written policy about honoring copyrighted materials?
    78.9%Yes
    5.3%No
    15.8%I have no idea
    0.0%What's a copyright?
  • If yes, how is it enforced?
    35.4%I signed a form stating that I would honor copyright guidelines.
    35.3%I list the sources of all materials used and submit this list to the administration.
    41.2%The administration periodically does a random check of materials used and verifies that they fall in the Fair Use guidelines or written permission was obtained.
    17.6%Other

Sep 2011

  • Do you give extra credit assignments?
    25.9%Never
    63.0%Sometimes
    7.4%Often
    3.7%Always

Aug 2011

  • How is ethics taught in your program?
    19.2%Taught in a stand-alone course.
    38.5%Integrated throughout the curriculum.
    38.5%Integrated throughout the curriculum and in an additional stand-alone course.
    3.8%Other.

Jul 2011

  • Do you belong to a professional organization that is specifically for educators, trainers or admins?
    41.7%Yes
    58.3%No

Jun 2011

  • Does your organization provide a formal teachers' orientation for new instructors?
    76.0%Yes
    24.0%No
  • If yes, what is the approximate duration of the orientation?
    14.3%1 hour
    28.6%2 - 4 hours
    23.8%5 - 8 hours
    33.3%Other:
    1. Need to observe in at least 5 courses, and teach all the sections of the course. Each potential instructor must feel confident in their ability to teach the material and be aware of potential challenges that might arise during each segment.
    2. not nearly long enough
    3. Generally the instructor has to be in the class as an assistant prior to taking over a class - any where from 1-2 semesters
    4. 2 Weeks
    5. They must attend orientation, for which they are paid.
    6. It is usually incorporated into an Instructor meeting at the start of the semester - approx. 1 hour of a 3 hour meeting
    7. Orientation lasts 2 weeks and then instructors work with their mentor over a period of 2 years.

May 2011

  • How are teaching assistants compensated at your school/organization?
    46.8%They receive the priceless benefits of experience.
    3.8%They receive vouchers for free treatments in the student clinic.
    7.6%They are paid the same in-class rate as the teacher.
    7.6%They are paid a rate of approximately ¾ of what the teacher receives.
    21.5%They are paid a rate of approximately ½ of what the teacher receives.
    12.7%They are paid a rate of approximately ¼ of what the teacher receives.

Apr 2011

  • Are you compensated for your time spent reading students' email and online coursework?
    40.9%Yes
    59.1%No
  • If yes, how is that done?
    81.8%I am salaried; it is included in my base pay
    9.1%I am allotted a set number of hours in my contract for teaching the class
    0.0%I keep track of the hours I spend and submit a bill
    18.2%Other:
    1. I am a franchise teacher, so that is one of my incidental expenses.
    2. Allotted the class hours, plus one hour for prep.

Mar 2011

  • Do you use a reading level assessment tool when choosing textbooks?
    5.6%Yes
    94.4%No

Feb 2011

How would you describe the average reading level of your students?

60.0%Eighth Grade
20.0%Tenth Grade
0.0%Twelfth Grade
20.0%College Level

Jan 2011

Do you currently teach part of your business curriculum in an online format?

80.0%No
0.0%Yes, 1% - 10%
0.0%Yes, 11% - 20%
6.7%Yes, 21% - 40%
6.7%Yes, 41% - 60%
0.0%Yes, 61% - 99%
6.7%Yes, 100%

2010

Dec 2010

Do you incorporate Bloom's Taxonomy in your curriculum development?

50.0%Yes
50.0%No

Nov 2010

Do you feel that you are adequately compensated for teaching?

22.7%Yes
77.3%No

Oct 2010

What type of training does your school require before hiring a teacher?

12.5%College degree in education
37.5%100 (or more) hours of formal teacher's training
0.0%50-99 hours of formal teacher's training
50.0%31-49 hours of formal teacher's training

Sep 2010

Do you currently teach part of your ethics curriculum in an online format?

90.9%No
0.0%Yes, 1% - 10%
0.0%Yes, 11% - 20%
0.0%Yes, 21% - 40%
0.0%Yes, 41% - 60%
0.0%Yes, 61% - 99%
9.1%Yes, 100%

Aug 2010

How many hours of continuing education focused on teaching skills does your school require of you each year?

66.7%< 10
0.0%10-20
16.7%21-30
8.3%31-40
8.3%41-50
0.0%51-60

Jul 2010

Does your school provide in-service training on teaching skills?

77.8%Yes
22.2%No

Jun 2010

How many hours does your school allot for teaching Ethics?

24.2%< 10
39.4%10-20
18.2%21-30
9.1%31-40
0.0%41-50
6.1%51-60
3.0%61-99
0.0%> 100

May 2010

How many hours does your school allot for teaching business?

11.1%< 10
22.2%10-20
11.1%21-30
11.1%31-40
27.8%41-50
5.6%51-60
5.6%61-99
5.6%> 100

Apr 2010

How long have you been teaching?

10.2%< 1 year
6.8%1-3 years
16.9%3-5 years
20.3%5-10 years
33.9%10-20 years
11.9%20+ years

Mar 2010

Does your school compensate you for time it takes to grade homework?

38.5%Yes
61.5%No

Feb 2010

Does your school compensate you for class preparation?

26.5%Yes
73.5%No

Jan 2010

Are your students more technologically savvy than you?

25.0%Significantly more savvy
25.0%Somewhat more savvy
29.2%About the same
20.8%Less savvy
0.0%Stone Age

2009

Dec 2009

Where did you learn your most effective behavior management techniques?

12.5%College/University
75.0%On the job (in the trenches)
0.0% From an excellent book
4.2% From a workshop
8.3% From fellow colleagues

Nov 2009

Do you take students on field trips?

100%Yes
0%No

Oct 2009

How often do you contact your students by email?

36%Never
36%Less than 10%
28%10% - 30%

How often do students contact you by email?

27%Never
55%Less than 10%
18%10% - 30%

Sep 2009

How often do you use presentation software in your classroom?

4%Never
5%Less than 10%
10%10% - 30%
24%30% - 60%
57%More than 60%

How often do you use overhead transparencies in your classroom?

20%Never
20%Less than 10%
10%10% - 30%
30%30% - 60%
20%More than 60%

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