Teaching tips from the Teacher's Aide Newsletter.
From the 2017 February issue.
If you are the type to review just before a test, you probably stand at the front of the class and quiz your students verbally over the basic topic or topics to be covered before you hand it out. Next time, try using this brainstorming activity to help some of that quick review to stick in their brains a bit longer. (Plan for 10-15 minutes for this activity to be most effective.)
Once they finally take the test, the students will have already activated their long-term memories of the concepts and vocabulary for the selected topics, and writing them down just minutes before helped to establish current physical memories. It may just give that student with test anxiety the extra boost needed to succeed on the test.
From the 2017 January issue.
Post these study tips in your classroom, to help students prepare for success in the new year:
Here's a quick video (2m 17s) that describes IF-AT testing, an assessment technique that actually helps students learn. Susan Salvo shared the idea with us back in August, during her webinar on the use of technology in the classroom. We think it could be a really great tool for learning the more complicated ethics subject-matter. Let us know what you think.
From the 2016 December issue.
Do you have the magic it takes to engage your students? In this TED video, Christopher Emdin suggests that to be a great educator, we need to go beyond theory and content… we need magic. Not hocus-pocus magic, rather the magic it takes to transport someone from their current reality into the world of engaged learning. He says, to learn how to create magic, we need to go to where this engagement is happening, and that’s not anywhere near the classroom.
From the 2016 November issue.
I read a great article recently about connecting with struggling students, by Micah Sadigh, PhD, called “A Simple Invitation: Please See Me!” His approach is to write a note at the top of tests and assignments inviting struggling students to come see him to discuss what can be done to improve their grade. He finds that many students actually take him up on that invitation, and that most do better after they meet. I think the structure of his meetings with students is brilliant, so I’ve included an abridged version of what he tells each student here.
Helping students learn to communicate about doubts and fears actually helps beyond the classroom and clinic. Students can realize the benefits to reaching out and sharing concerns, instead of avoiding problems, through these individual meetings with you. And by taking an interest in your student’s performance, you are showing that you really care about that student as an individual. The feeling that someone cares can have the added effect of motivating students to do better, because they want to reciprocate in kind and not let you down.
Let me know if you try any of this, and if it helps improve the effectiveness of your meetings with your struggling students.
From the 2016 October issue.
Cherie Sohnen-Moe addresses the learning-styles controversy in this video, and offers tips for content delivery.
From the 2016 September issue.
Many licensing and certification exam items require the student to think through their own body of knowledge and experience, and apply that collective body toward the situation at hand. This is indeed the very same process we hope licensed practitioners employ as they work with their clients' healthcare needs. We call that critical thinking, and we assume that this critical thinking is naturally occurring in our classrooms as we present content and ideas for students to consider.
Most programs focus primarily on the acquisition of knowledge, practical skills, and professionalism, not necessarily the skills of critical thinking. We encourage you to make a more direct effort to include these skills in your curriculum, to prepare your students for their licensing exams and for their future practices. Here are two ways to begin promoting critical thinking in your classroom:
What worked well for me in preparing for my last exam, and what did not work so well? What should I remember to do next time and what should I change about my exam preparation? What questions did I miss? Why? How did my answer compare to the suggested correct answer? What am I still confused about? How can I get the clarification I need?
From the 2016 August issue.
Successful people know that continually learning is essential. Warren Buffett is arguably one of the most successful people in the world, and he reads six newspapers every morning. Does he need all that information? Probably not… but an inherent curiosity exists in him, and I'm going to make the leap here that inherent curiosity is at the root of many successful ventures around the world.
Here are six habits that successful people have that you should encourage your students to adopt if they really want to achieve success:
From the 2016 July issue.
We are frequently complimented on the quality of our textbooks. Those compliments are often followed by: “If I could only get my students to do the reading assignments….” In the article, “Getting Horses to Drink: Three Ways to Promote Student Ownership of Reading Assignments,” (Sep 2015) Dr. Li-Shih Huang shares activities to help motivate students to do assigned readings. Here is an adaptation of the shared activities that I think could easily be applied to ethics and business classes.
Have each student (or a small group of students) select from the list of required readings; they assume the role of classroom discussion facilitator at the appropriately scheduled time. The student facilitator asks the class to submit discussion questions ahead of time, to encourage consideration before the discussion period, and selects and discusses the best ones during the class period. To receive proper participation credit, each student would have to submit a thoughtful question or comment based on each reading, not a yes/no or true/false type of question.
Visit Dr. Huang's entire article for more details and more ideas.
From the 2016 June issue.
In this 2-minute video Cherie Sohnen-Moe discusses print versus digital textbooks, and how you might use digital versions to prepare for class even if your curriculum uses the print edition.
From the 2016 May issue.
We have limited time with our students, and we often make the mistake of trying to cover too much material.
Many of the best teachers share that, over time, they have reduced the details they cover to improve effectiveness. Take your time covering important concepts carefully. Use several examples, ask lots of questions, and draw analogies. Allow for discussion and reflection, as these are critical steps in the learning process that are often discarded in the interest of time. Help solidify the concepts by repeating past material throughout the term. Tell relevant stories (e.g., you might have a discussion with the clinic supervisor at your school about a recent situation in the student clinic, and then bring that to class as a “real world” example of your course objectives).
This is an adaptation of tip number 6 from the article “Learning to Teach: 10 Tips for Professors” by Chris Buddle.
From the 2016 Apr issue.
We all know the value of setting policies and adhering to them. Andrea Leppert suggests that we also allow some flexibility, but in a structured manner. She says, “Be strictly flexible. It's a new combination of words, and it means to be diligent, yet understanding, of busy lives, illness, working late… basically ‘life’ that gets in the way of learning.” She allows two late assignments in her courses and recommends giving students two “late coupons” to use when they do not finish assignments on time.
This information was acquired from the article “5 Tips from a Teacher of Adult Students” by Andrea Leppert, M.A.
From the 2016 Mar issue.
We want our learners to have a comprehensive understanding of the concepts we teach, so we focus a lot of our attention on the use of content and situations, otherwise known as "critical thinking." But let’s not forget that memorization of basic facts and terms can provide a solid foundation toward content knowledge and expertise. In fact, content recall is an integral part of the critical thinking process. Here are some ways we can help our learners in their memorization efforts:
From the 2016 Feb issue.
An activity that helps you assess your learners level of knowledge and increase their experience of inclusion is to poll the learners on what they already know. This can be done before starting a new course or even a new topic. Prepare several open-ended questions about the subject material.
You can also encourage learners to share their previous real-life experiences with the topic. For instance, you might ask, “What characteristics of being a good student will help you be a good employee?”
From the 2016 Jan issue.
In my observations of many teachers and their various teaching styles, I find that the most effective ones are those who know how they come across to their students (how their students are receiving their words and their behaviors). They know their content well enough to deliver it at the appropriate time and in the appropriate manner, and are somehow able to adjust in the moment when necessary. Unfortunately, many not-so-effective teachers think they are doing a great job. That’s not necessarily because their teacher skill-set is lacking. It’s because their self-awareness is low.
The start of a new year is typically a time for self-reflection and setting goals. As teachers, the self-reflection part is paramount to our success. But it must be accurate self-reflection. We must be able to see what we do through the eyes of our students… what we do well, and what we do poorly. We must become more self-aware. It’s a simple process, really, but not so easy. It can even be painful at times. But if you want to be the best teacher you can be, you must:
Wishing you the best for this new year, in your classroom and in your life.