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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.

Current Survey


April 2018 - Student conduct/behavior

  • Do you evaluate your students based on professional conduct and/or behavior appropriate for the profession?
  • If yes, does their conduct/behavior get factored in to their grades?
  • Who handles conduct/behavioral issues at your school?
    45%Program Director/Administrator
    5%Student Services
    41%Other with these comments:
    • “All of the above”
    • “It depends on which class the issue of conduct arises, it could be an instructor or administrator.”
    • “Instructor first, then if needed it escalates to the administrator”
    • “Typically the instructor is the first, but we are a small, tight-knit faculty. Instructors note in student files and inform administration of any issues should the need arise for administration to step in as well. ”
    • “Combined admin and instructor - teamwork”
    • “Instructor handels immediate issues during class. Director is made aware and handles issues if needed.”
    • “I am a CE provider - so it is not a graded system - but issues such as these would factor into their eligibility to become certified in the technique - which is a level of testing we validate our students skill and representation of not only the technique, but themselves within the profession. If they pass, then that means we endorse them as professionals.”
    • “There is a tree of oversight that begins with the instructor and then travels through to the program director and then to student services, depending on the seriousness of the offense, and whether or not it is corrected or persists.”
    • “all the above may be involved ”
  • What would you say is the most common conduct/behavioral issue at your school?
    • “Attendance”
    • “Attendance issues ”
    • “Talking while the instructor is speaking. Effects other student's learning experience.”
    • “Cell phone use”
    • “Lateness”
    • “time management ”
    • “Inappropriate dress and tardiness.”
    • “unprofessional conduct”
    • “not turning in homework, having cell phone (despite rules against), tardiness ”
    • “Inappropriate classroom behavior”
    • “Cell phone use and tardiness. ”
    • “I think it is a little bit of both. The students has to learn that everything doesn't revolve around them and that other people matters. I try to instill in them that conduct/behavioral issues can have a significant effect on their education and how people react to them. ”
    • “Not showing up to class/clinic. ”
    • “Attendance”
    • “communication and attendance”
    • “Tardiness or absence”
    • “attendance, coming late and cell phone use. ”
    • “In our CE-Classes, it's usually attention to detail and timeliness. There is usually 1-2 LMT's out of 10 who show up late to class or don't bring all required items. Behaviorally related, I occasionally see an over willingness to share TMI, so boundaries are blurry.”
    • “the purposeful grunge, unclean look ”
    • “Immaturity”
    • “Inappropriate comments or conduct during hands-on classes.”
    • “Tardiness ”

March 2018 - Assessing student progress

  • How do you assess student progress for grading purposes in your hands-on classes?
    69%homework assignments/projects
    88%written tests
    44%oral tests/reviews
    100%practical demonstrations
  • How do you assess student progress for grading purposes in your lecture classes?
    81%homework assignments/projects
    100%written tests
    31%oral tests/reviews
    31%practical demonstrations
  • How do you assess student progress for grading purposes in your clinic practicum sessions?
    33%homework assignments/projects
    33%written tests
    33%oral tests/reviews
    100%practical demonstrations/observation
  • For clinic practicum, do you factor client feedback into your grades?
  • Comments
    • “Professionalism is always at the forefront of every lesson.”
    • “Peer evaluations are sometimes used but when that is the case it is a very small part of the grading scale.”
    • “Clinical assessment was and is still hard for me. I am always looking for different ways that will not only better my students, but myself as an instructor as well.”

February 2018 - Charting

  • What types of charting do you teach in your program?
    92%teach Intake Forms (including health history, informed consent)
    46%teach Wellness Session Notes
    100%teach SOAP Notes
    54%teach Functional Assessments
    15%teach Insurance Reimbursement Forms


    • “History/Treatment/Comment charting form for chair massage jobs & events”
    • “F-DAR charting”
    • “I teach peer to peer”
  • Do you think charting is important for all touch practitioners?
    7%Only for practitioners that work with other healthcare providers or insurance


    • “Since we are licensed health care providers in Tennessee, we should be charting, even though our law does not require it.”
    • “If only to track client progress and know about contraindications.”
    • “We teach that effective charting will enhance your percentage of returning clientele.”
    • “”
  • If you do think charting is important, what are your reasons?
    43%For business and tax recordkeeping purposes.
    93%To create the most effective treatment sessions.
    93%To share information with other practitioners/providers, for treatment planning continuity.
    43%For insurance reimbursement purposes
  • Other
    • “for research, professionalism, liability, to keep track of and show client's progress”
    • “Returning clientele”
    • “To verify data collected & what was done to address the client’s problem or concern”

January 2018 - Program or course revisions

  • How often do you make revisions to your program curricula?
    17%Each term
    67%Whenever necessary or when changes occur in the profession
    0%Rarely, if ever
  • When you do make changes, they usually include
    55%Lesson plan updates: delivery methods, classroom activities, relevant assignments, technology tools, etc.
    28%Course requirement updates: learning objectives, required texts and materials, content, delivery order, etc.
    17%Entire program updates: credit or clock hour changes, topics, priorities, course distributions, delivery order, etc.
  • What revisions, if any, do you have planned for this year?
    17%An entire curriculum update including credit and/or clock hour changes.
    22%Changes to one or more specific course requirements (i.e., objectives, required texts, etc.), but the overall program will remain the same.
    56%Course requirements will remain the same, but I will be updating my lesson plans with revised delivery methods, classroom activities, relevant assignments, and/or technology tools.
    5%We do not have any changes planned for this year.
  • Comments
    • “As an instructor & not the owner or director, I cannot make program changes. I help update handouts, objectives, lesson plans, activities, etc. to meet current classroom needs.”
    • “Corporate controls content changes.”
    • “Sohnen-Moe's Business Mastery and supporting resources are extremely useful and helpful in preparing my lesson plan.”
    • “Our Changes also include Curriculum Alignment, which brings in Hours, Lesson Plans, Course requirements, and Designation or Governing Body requirements. We are currently aligning to a new online/onsite delivery.”
    • “Working on charting and clinic updates.”
    • “I would be interested to hear recommendations for textbooks from other educators.”
    • “Just created a new ELAP based curriculum for our 750 hour school last August. Now in process of reducing program hours to 625 since reduction in program hours required more hoops for us to jump through than changes within the exising 750 hour parameter. ”


December 2017 - Which ethical topics do you cover in your program?

  • Which of the following ethics topics are covered by specific learning objectives in your curriculum (choose all that apply)
    100%Power differentials
    100%Transference and countertransference
    93%Self-accountability and professionalism
    87%Sex, touch, intimacy
    100%Laws, regulations, and codes of ethics
    87%Company/organizational policies and procedures
    93%Client interaction policies and procedures
    87%Boundary crossings vs. boundary violations
    93%Boundary violations vs. criminal conduct
    93%Dual and sequential relationships
    93%Communication, including barriers and challenging topics
    80%Specific communication techniques/strategies
    80%Working in teams or in group atmospheres
    87%Support systems and supervision
  • Do you have a separate course to cover ethical topics, or are these topics integrated in other courses throughout your program?
    73%Separate ethics/professionalism course
    27%No separate course, but learning objectives are integrated throughout the program
    0%Ethics topics are not covered by specific learning objectives, we cover things as they come up throughout the program
  • As educators, are we responsible to monitor and report unethical behavior by our students before they become certified/licensed practitioners?

    Commented instead:

    • “It is most important to speak to student (s) who may give us an indication of unethical behavior immediately when we notice the transgression or behavior. I speak to the class as though it may be something to watch out for not only in the classroom, but in the clinic and also once they are out in the field. It is ALL of our responsibility to stand strong to make sure this does not happen. Our main focus is on the client and to take the proper steps to be ambassadors of professional, ethical massage.”
    • “I have had 4 students that I believed had crossed the line to the point that they were put on conduct probation for the rest of there time in school. They were closely monitored and 3 were eventually dropped from the program for repeating the violation. The fourth changed his behavior and thought process and is now working in the community with a clientele that raves about him and how thoughtful he is of their needs. His intervention in school saved a talented young man from ruining a promising career and reputation.”
    • “In what capacity are we monitoring their behavior other than following the school policies and procedures. If they are not in compliance generally they are not continuing the program and won't be licensed.”
    • “Interesting question....waiting for response on this…”

November 2017 - Tell us about the free, quarterly webinars that we do for educators

  • What kinds of professional development topics are you most interested in? (choose 4)
    50%How to teach specific topics (like ethics, self-care, charting, etc.)
    50%How to teach specific topics (like ethics, self-care, charting, etc.)
    50%How to assess student progress (exams, rubrics, etc.)
    33%Academic topics (like pedagogy and learning theory)
    67%People management topics (like student motivation, confidence-building, social/behavioral issues, etc.)
    33%Vocational topics (like private practice vs. employment opportunities and challenges)
    33%General discussions on current events in our field
    0%Inspirational/motivational stuff
  • Would you like to recommend a specific topic?
    • “Working with students who monopolize discussions”
    • “Teaching communication skills to students who primarily use their phone to communicate.”
    • “Keeping students focused and motivated.”

October 2017 - The importance of specific marketing strategies for new practitioners

  • Ranked strategies:
    1Choosing specific target market(s)
    2Having a website
    3Creating marketing materials (business cards, brochures, etc.)
    4Being active on social media
    5Delivering effective introductions
    6Building professional alliances
    8Participating in public events
    9Attracting publicity
    11Public speaking
    12Purchasing advertising
  • What other soft skills do you believe are essential for new practitioners, that are not listed above?

    • “Communities, schools, fire department, police department, etc.”
    • “Above list is fairly accurate”
    • “Go out and introduce yourself to the people in close proximity to your business”
    • “Customer service: creating experiences that will bring clients back to you”
    • “Professionalism-I have seen a lot of new therapists dress inappropriately, speech, etc.”
  • Which marketing strategies are currently being taught that you believe are NOT essential?

    • “I believe marketing is not being taught enough”
    • “I’m not sure”
    • “None”
    • “Discounting your services! Doing events for ‘free’ for publicity!”
    • “For the beginning therapist… public speaking to groups. Touch on the subject, but make it a ceu class for public speaking, etc. Many new therapists will not be attending public speaking engagements for a year or so.”

September 2017 - What are the soft skills necessary for business success, beyond hands-on skills?

  • Rank the following soft skills in order of importance for new practitioners:
    1 Maintaining professional boundaries
    2 Practicing therapeutic communication skills
    3 Setting short and long term goals
    4 Creating a daily/weekly/monthly schedule (time management)
    5 Developing a business plan
    6 Building a support system
    7 Understanding financial recordkeeping
    8 Delivering an effective introduction
    9 Marketing therapeutic services
    10 Writing policies and procedures
    11 Selling therapeutic products

    What other soft skills do you believe are essential for new practitioners, that are not listed above?

    • “The [importance] of have high standards”
    • “self-care”
    • “Compassion”
    • “The Therapist needs to dress professionally. Therapist should also learn not to wear … perfume or cologne, because the Clients may have allergies.”
    • “1) Ensure conviction and purpose in the call to service 2) Humility 3) Integrity 4) Confidentiality 5) Willingness to give complimentary sessions 6) Mailing a handwritten thank you to a new client before the sun sets on the day of service”
    • “Self care techniques”
    • “Seems very comprehensive”
    • “Accountability”
    • “Understanding legal responsibilities and establishing other professional relationships for handling these aspects of running a business (e.g. lawyer, accountant, etc.)”
    • “Making and communicating treatment plans”
    • “personal presentation: looking professional in appearance and behavior.”
    • “Pleasant and informative voicemail message”
    • “time management and communication are the big ones!”
    • “Confidence in their abilities to perform massages”
    • “?”

    Which soft skills are currently being taught that you believe are NOT essential?

    • “All knowledge is important and essential”
    • “none in our program”
    • “History of Massage”
    • “I believe all soft skills are important.”
    • “N/A”
    • “All of the above are essential for MT in private or as an employee.”
    • “None”
    • “There is quite a bit of information that is very generalized due to a federal/national standard not being set in certain respects and local/state requirements varying widely from one region to the next.”
    • “selling products”
    • “I do believe that the soft skills listed above are all important but that for those students who may not want their own business the Business skills may not be as interesting to them. I try to get them to understand that they really are building their own business even though they may not be part of the day to day business practices.”
    • “NA”
    • “all are important”
    • “Selling products”

August 2017 - Textbooks in Your Curriculum

  • Do you have required textbooks in your program/classes?
  • If Yes, do you use the ancillaries provided by the textbook publisher (e.g., presentation slides, handouts, test banks)?
  • If No to question 2, are you creating your own teaching tools or are they provided by your school administration?
    64%Create My Own
    0%Provided By My School Administration


    • “Use ancillaries provided by publisher AND create my own teaching tools”
    • “We create many of our own materials & use some from the ancillaries”
    • “Discovery books”
    • “I also produce my own…”
  • Do you provide a recommended book list for your students, in addition to your required texts?


    • “Some instructors make recommendations during the segment they are teaching.”

July 2017 - Curriculum Decisions at Your School

  • Do the instructors at your institution participate in curriculum decisions (development and revision)?
  • If Yes, do instructors help make decisions regarding the entire program, or only the courses that they teach?
    38.5%Entire Program
    61.5%Only Courses They Teach
  • If No, who makes the curriculum decisions?
    30%School Owner(s)
    40%Educational Administrators on Campus (includes Program Directors)
    30%Educational Administrators at the Corporate Level (off campus)
  • Do you think instructors should participate in curriculum development?

    Comments on instructor participation:

    • “Absolutely! The instructors know from teaching what is working & what needs improvement. They should also keep up with latest developments in their subjects.”
    • “They should be trained to develop it. They are the ones that implement it and can advise on practicality of time usage etc.”
    • “Yes, they should be surveyed for ways to modernize or increase efficiency. The program chair and dean have ultimate say.”
    • “We go to advisory boards and we teach the curriculum, we need a say in what our students learn relative to our local employers wants and needs not just content for passing the MBLEx.”
  • What role do you play?
    37.5%Administrator (includes Program Directors and Program Coordinators)

June 2017 - How Do You Improve Your Teaching Skills?

  • Do you have a degree or certificate in teaching or education?
  • If Yes, please select the highest level you have completed:
    12.0%Graduate Teaching Certificate
    25.0%Content-specific Teaching Certificate
  • How do you gain the knowledge and skills to improve your own teaching abilities, effectiveness, etc.? (check all that apply)
    100%Publications / Newsletters
    81%In-person workshops
    58%Individual coaching / mentoring
    44%Education conferences
    25%College-level coursework
    Other:“Books on How to Teach Self-evaluation”

May 2017 - Teacher Training Requirements, part 2

  • Do teachers with formal teacher training receive hiring preference?
    16%Not Known
  • Do you think they should?


    • “It depends on the individual. Sometimes they learn enough being an assist if they are a natural born teacher.”
    • “They require less one on one time in the classroom and already come with basic knowledge of instruction.”
    • “It truly depends on the subject matter.”
    • “Teacher certification is common in K-12 settings, but not in higher ed.”
  • Do teachers with formal teacher training receive higher compensation?
    16%Not Known
  • Do you think they should?


    • “Teachers with advanced certifications and a significant number of years in the profession should be compensated for what they bring to their classes.”
    • “Am answering from a public institution perspective”
    • “Just like any other industry, experience should count and you should be compensated for that experience.”
    • “All teachers should receive higher compensation.”

April 2017 - Teacher Training Requirements, part 1

  • Is teacher training required prior to teaching?
  • If Yes, is a teaching certificate required?
  • If a certain number of teacher-training hours are required prior to teaching, how many?
    57%4 - 99 hours. 43 hours average
    43%0 hours
  • For ongoing requirements, how many Teacher Training hours are required per year?
    57%4 - 99 hours. 43 hours average
    43%0 hours
  • For ongoing requirements, how many Subject Matter Training hours are required per year?
    61%3 - 100 hours, 22 hours average
    39%0 hours

February 2017 - Treaatment Planning

  • How would you best rate your current program’s system for teaching treatment planning?
    33.3%Comprehensive; meets students’ needs
    55.6%Acceptable; could be improved
    11.1%Minimal; definitely needs improvement
  • How satisfied are you with your program’s current system for teaching treatment planning?
    44.4%Very satisfied; there is little or nothing I would change
    55.6%Somewhat satisfied; improvements could be made
    0.0%Unsatisfied; I don’t feel we are meeting students’ needs in this area
  • Please describe what changes you feel need to be made.
    • “More case studies and examples. Treatment planning in clinic.”
    • “We would like to put all of the skills taught in to a formal assignment. Time is an issue for us.”
    • “Encourage critical thinking.”
  • How comfortable are you with your current level of training in teaching treatment planning?
    66.7%Very comfortable; I feel competent and well-prepared
    33.3%Somewhat comfortable; I feel less than ideally prepared in one or more areas
    0.0%Uncomfortable; I feel challenged in this area on most days
  • Which elements would your ideal treatment planning lesson plan most include? (Respondents were allowed multiple answers.)
    77.8%Slide presentations
    88.9%Assigned case studies
    88.9%Classroom role-play
    Other:“hands on practice”
  • Which classroom materials do you currently utilize most when teaching treatment planning? (Respondents were allowed multiple answers.)
    55.6%School-supplied handouts
    77.8%Handouts I created myself
    11.1%School-supplied slide presentations
    66.7%Slide presentations I created myself
  • If you chose “Textbook” or “Websites” in the two questions above, which textbooks and/or websites do you currently use, and which would you ideally use (if different)?
    • “Massage Therapy Principles and Practice”
    • “Hands Heal”
    • “Mosbys”
    • “Outcome-based massage; Clinical massage therapy; Massage guide to pathology; Porth pathophysiology; Tortola anatomy and physiology”
    • “Beck text, Tortora text””
  • For those that use handouts. The handouts you use include:
    100%Sample health history forms
    88.9%Sample treatment plan forms
    88.9%Sample assessment forms (pain scale, posture/gait analysis, etc.)
  • Which classroom materials would you most wish to acquire for teaching treatment planning?
    62.5%Treatment planning textbook
    25.0%Slide presentations that are specific to the course(s) I teach
    25.0%Handouts that are specific to the course(s) I teach
    Other:“DVD of anatomical dissections”

January 2017 - Public Speaking

  • Are public speaking skills are important for new practitioners?
  • If so, for what purpose? (mark all that apply)
    82%Promotions (“elevator speeches”)
    88%Small group demonstrations
    65%Public events
    47%Formal presentations (“actual speeches”)

    Other responses:

    • “Confidence”
    • “Speaking to clients - even on a one to one basis.”
    • “Interaction with individual clients”
    • “Interviews for TV and radio especially for news reports”
    • “Communicating well with client”
    • “eeling comfortable speaking to clients”
    • “Effectively communicate with your clients”
    • “Client education in the treatment room”
    • “Educate the public about massage”
  • Do your students participate in school-sponsored public or nonprofit events?
  • Does your program’s curriculum include public speaking skills?
  • If yes, what is included in the curriculum? (mark all that apply)
    87.5%Basic communication skills
    81.0%Presentation preparations
    31.0%Types of audiences
    44.0%Delivery methods
    37.5%Overcoming nervousness
    69.0%Giving speeches in class

    Other reponses:

    • “Presentation to educate others on a specific topic”


December 2016 - Gratuities

  • Do you believe gratuities have a place in health care or wellness care?
  • Under what circumstances are gratuities okay?
    33%Tips are okay for all wellness practitioners
    17%Tips are okay if the practitioner is not the owner of the business
    58%Tips are okay in a spa or service setting, but not in a clinic or doctor's office
    17%Tips are never okay for wellness practitioners

    Other viewpoints:

    • “This is an extremely tricky subject! On one hand you worry about transference or the possibility of manipulation. (Client expects more time or to get in faster than others, etc). In the other hand you worry that not accepting a tip (homemade cookies for example) may offend.”
    • “wellness practitioners not health professionals like DC, Phd, MD, LAc, Nat”
    • “Tips put pressure on clients or patients of any type to have to pay more which they may not have. Stress is one of the things we treat - therefore it is not in the best interest of those we are caring for”
  • If you are a practitioner, do you accept gratuities yourself?
  • Do you discuss the ethics of gratuities with your students?
  • Does your opinion differ from that of the approved curriculum in your program?

    If Yes, how so?

    • “No set opinion on gratuities since massage therapy is on the fence between healthcare, spa, and alternative healthcare.”
    • “We discuss the pros and cons”
    • “The owners of the school I teach in believe gratuities are valid under all conditions.”

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

  • 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?
  • Do you evaluate individual and/or collective learning styles in your classroom?
  • Do you adjust your content delivery methods based on the learning styles of your students?
  • 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
  • Do your own learning styles/preferences affect your choice of content delivery?

September 2016 - Student Recruitment and Enrollment

  • Have enrollment numbers gone up or down in your school over the last 5-10 years?
  • 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
    • “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?

August 2016 - Career Paths

  • Do you believe the approved curricula in your program prepares students well for both private practice and as employess?
  • Do you believe that most programs in your field provide appropriate preparations for both options?
  • 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?
    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?
    12%no change
  • 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?
  • 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
  • If yes, does your school provide pre-loaded ebook readers?
  • If no, does your program offer digital texts as an option for the required texts?

For programs who give students a choice:

  • What percentage of students choose the digital option?
    67.0%One quarter
    16,5%One half
  • What percentage of students choose both digital and print editions?
    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?
    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,?

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?
  • If Yes, how often?
    43%Once a week
    29%Once a month
    14%Once per term

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

    “Curriculum Coordination; Assistant to the Director”

    “Program lead. Assoc board member””

    “Program Coordinator”

    “Director of Instructional Technology”


  • Do you fill in for teachers in the classroom?
  • If Yes, how often?
    20%Once a week
    0%Once a month
    20%Once per term

Feb 2016

  • Does your program provide any time management and organizational guidance to your students?
  • 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.
  • Do you believe it is the responsibility of the school/program to provide guidance for these universal challenges?

Jan 2016

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


    “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”


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

    “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?
  • If yes, for which of the following activities?
    71.4%Note taking
    92.8%Internet Searches
    71.4%Web-based Interactive

    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?
  • Do you encourage students to use Social Media as a way to market their practices?
  • Do you use Social Media to communicate with your students?
  • 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.”


    “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)

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

    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?
  • If Yes, which ones?

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

Feb 2015

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

  • 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
    Rating20%20% . . .20%20% .20% . .
  • Faculty member as advisor to the board of directors
    Rating40% . . .20% .20% . . .20%
  • Program advisor who serves as a liaison between faculty and administration

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


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?
    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?
    66.7% No

Oct 2014

  • What is your overall school graduation success rate?
    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?
    72.7%Academic advising
    63.6%Career advising or coaching
    81.8%Access to resources (e.g. campus library)
    63.6%Community outreach
    9.1%Financial Aid

Jul 2014

  • How important is accreditation to your institution?
    81.8%Very 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?
    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?
    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
    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.
    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.
    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)
    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%


Nov 2013

  • What percentage of the time in faculty meetings are devoted to covering the following topics? (Number of respondents) (Part 3 of 4)
    Teachers' performance.63.1......
    Students' performance1.512.1....
    Curriculum development.53..1.1...
    Teaching skills.622.......
    Technology updates18..1......
    Special events19.........
    Team building25111......

Oct 2013

  • How often does your institution hold faculty meetings? (Part 2 of 4)
    28.6%Twice a Month
  • 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)
  • If Yes, how would you rate their effectiveness on a scale of 1-10 (1 being useless, 10 being highly effective)?
    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?
    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?
  • 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).

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?
  • If Yes, how would you rate their effectiveness on a scale of 1-10, (1 being useless, 10 being highly effective)?

Mar 2013

  • Do you feel well acquainted with the owners of your organization?

Feb 2013

  • Is your organization committed to fostering critical thinking?
  • 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?


Nov 2012

  • Rate how well most new teachers (1 month to 2 years) perform?
    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.
    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)
    Principles, Power Differential00193
    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?
  • 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?
  • If yes, on a scale of 1-5 (with 5 being the best), how useful was it?
    0.0%1 (total waste)
    0.0%5 (stunningly effective)

Jun 2012

  • Do you use social media platforms as learning tools in your classroom?
  • If yes, how many times do you include a guest presenter per course? (Multiple selections were allowed)
    33.3%Google Places
    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?
  • If yes, how many times do you include a guest presenter per course?
    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%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


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.

Nov 2011

  • How many books on teaching or learning do you read each year?
    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?
    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.

Sep 2011

  • Do you give extra credit assignments?

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.

Jul 2011

  • Do you belong to a professional organization that is specifically for educators, trainers or admins?

Jun 2011

  • Does your organization provide a formal teachers' orientation for new instructors?
  • If yes, what is the approximate duration of the orientation?
    14.3%1 hour
    28.6%2 - 4 hours
    23.8%5 - 8 hours
    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?
  • 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
    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?

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?

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%


Dec 2010

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


Nov 2010

Do you feel that you are adequately compensated for teaching?


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?

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

Jul 2010

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


Jun 2010

How many hours does your school allot for teaching Ethics?

24.2%< 10
0.0%> 100

May 2010

How many hours does your school allot for teaching business?

11.1%< 10
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?


Feb 2010

Does your school compensate you for class preparation?


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


Dec 2009

Where did you learn your most effective behavior management techniques?

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?


Oct 2009

How often do you contact your students by email?

36%Less than 10%
28%10% - 30%

How often do students contact you by email?

55%Less than 10%
18%10% - 30%

Sep 2009

How often do you use presentation software in your classroom?

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%Less than 10%
10%10% - 30%
30%30% - 60%
20%More than 60%

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