Know the Role and Responsibilities of the Instructor
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Period 3 The Instructor
Time Allowed 50 minutes
Teaching Objectives
Know the role and responsibilities of the instructor learn the skills of an instructor Understand the principles of learning How to deal with difficult participants How much to cover in one class How to avoid stage fright
Materials Needed Flip chart, chalkboard, or other format for writing and displaying notes Attached notes and handout
Recommended Facility Layout
Each participant should have a comfortable place to sit, take notes and organize written materials. The setting should be protected from weather, sun, and noise as much as possible.
Delivery Method Instructor led discussion
Presentation Procedures To prepare yourself for this presentation read the material at the enclosure then state:
"Every one here wants to be an instructor at USA, right? And we can assume that you want to be an instructor so you can teach others what you know. Are you qualified to do this? Do you have a role other than passing this knowledge? How do you fit into USA’s scheme of Scout learning?
To answer these questions we must make some assumptions:
1 We must assume that the participants that will be attending USA are coming here for several reasons among which are to gain some knowledge about Scouting and how they can improve the program back in their home unit. Second, we have to assume that they have some basic working knowledge about Scouting in general since they have been through basic or Leader Specific training for their position. We may assume that some have been in Scouting for a long enough time to be called veterans. Some may have even been through one of the various Wood Badge Advanced-training courses. Heck, many of them may have been teaching classes for many years. But we can assume that they have a thirst to learn something about the business of Scouting.
You will receive some instructions on the participant later, so we will dispense with any discussion about the participant at this time.
Let’s talk instead about how can we fill their thirst for learning, or if you prefer, knowledge. Before we can answer that question we must first try to understand how learning takes place or how knowledge is processed. And that brings us to the role of the instructor.
Ask the participants this question: What do you think is the role of the instructor? List their answers on a flip chart. Strive for the following answers:
Instructor’s task a communicator a model identification figure
That requires certain skills. Ask the participants to identify some of those skills. List and discuss them on a flip chart. Strive for the following:
2 Instructor skills ability to identify and organize resources to complete tasks; ability to collaborate with others to work productively; ability to acquire, evaluate and use information; ability to understand complex systems ability to work with and to master a variety of technologies. Displays intelligent risk-taking Has a desire to learn Is willing to admit a lack of knowledge in a subject Knows how to find answers Knows when to give up Knows how to facilitate learning Knows how to encourage Knows how to praise, observe, and question Knows how to supports and participates in the learning process Knows how to create, execute, evaluate
The role and responsibilities of the instructor in the classroom
Teaching requires a learner-centered approach that relies on the participation of all—instructor and participants. This suggests that discussion may be the best teaching method. All share in the learning and the responsibility for furthering discussion. In most cases, participants will need clear guidelines and preparation for effective discussion participation. Participants bring to the discussion previous knowledge and experiences they have gained through reading, listening, and interaction with others outside the class and it is the instructor’s responsibility to keep discussions on track. This also involves contributing further knowledge and experience, weaving discussion threads together to provide focus and facilitating harmonious collaboration.
The role of the instructor is to facilitate learning and to create a learning community within the classroom. Sound familiar? In theory, using a constructive approach does not differ much from traditional face-to-face teaching. In traditional classrooms, there are instructors who still use lectures as the main teaching strategy (this is particularly true for new or inexperienced instructors for example). However, in USA, an instructor simply cannot stand in front of a class and lecture.
3 Let’s talk about the elements of responsibility that the instructor owes to the participants. Can you name some? Write the participants answers on a flip chart. Strive for and discuss the following:
Instructor is responsibilities for
technical areas of class design not too advanced for the participants management of the class teaching strategies social interactions among participants during class
All of these responsibilities merge to make up the role of the instructor. Together, instructor and participants communicate and interact in ways that promote shared learning for all. The instructor is not the “expert” who dispenses information, but rather the “guide” who facilitates shared learning.
Let’s take a look at some of the principles that guide the learning process. They affect the way the instructor/participant interact.
Show and discuss the following flip chart:
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Principles of learning We learn to do by doing. We learn to do what we do and not something else. Without readiness, learning is inefficient and may be harmful. Without motivation there can be no learning at all. For effective learning, responses must be immediately reinforced. Meaningful content is better learned and longer retained than less meaningful content. For the greatest amount of transfer learning, responses should be learned in the way they are going to be used. One’s response will vary according to how one perceives the situation. An individual’s responses will vary according to the learning atmosphere. One does the only thing one can do given the physical inheritance, background, and present acting forces.
All of these suggest that the classroom have a friendly and happy environment. We know that is not always so. All classrooms have some sort of disruptive element among those, which can be a difficult or even hostile participant.
Ask the participants how they would handle a difficult participant. List their responses on a flip chart. Strive for the following:
Dealing with difficult participants
Show confidence Don’t be afraid Act like a concerned friend Be non-confrontational Go with the flow
New instructors often face the question: How much to cover in one class? The better question to ask here is - How much do you want your participants to learn, understand and be able to apply? You can talk nonstop and jam as much content into a class period as possible. But that’s about all that strategy will accomplish. The better you know and
5 understand your participants, the more effectively you will be able to facilitate their learning in your course.
Some general guidelines are to generate two or three main topics or big ideas for each class session. Split the session into 10 or 15 minute “chunks” for each topic and expand on each with definitions, explanations, illustrations, and examples, leaving time for questions after each. Remember to restate the big ideas before and after each
Every instructor at some time or another faces the problem of stage fright. It comes mainly to those instructors who are concerned about their job of teaching. They wonder--am I prepared? Do I have the right learning objectives? Do I have answers to every possible question? Is my timing correct? Have I covered everything?
To avoid stage fright be well prepared! Have a comprehensive lesson plan with alternative back-up activities in case you finish early or some part of your plan does not go as you expected. Don’t just wing it. This is not fair to your participants. They have paid dearly for your time and expertise.
Present yourself as an experienced participant rather than a teacher. You have experience in this subject, attended the lectures, taken the tests, and written the lesson plans. You are there to facilitate their understanding of the material and to help answer their questions. You are not, in most cases, a content expert -- and you won’t know the answer to every question your participants ask. With your help, though, they can find those answers.
Think in terms of communication rather than performance. Your participants are not theater critics waiting for you to flub a line. They’re probably more empathetic than judgmental, and if you take a moment here and there to refer to your notes, or back up and explain a previous point, you’ll enhance the clarity of your presentation.
The longer you talk, the more your nervousness will subside. Pay attention to the process: I’m better already. . . better yet. . . still better.
Speak to one person in the classroom at a time. Make eye contact. Try smiling!
Take it slow. Pause and give people time to catch up with you; they’re working as hard as you are.
“ Lelosenphobia”—a word coined by Red Dog—is a powerful teaching concept, and he defines it as the “fear of leaving loose ends.” A
6 lelosenphobic instructor, therefore, attempts to wrap a lesson or activity into a neat package by summarizing what was learned. While summarizing lessons is of course important, it is the “loose ends” that encourage thinking to continue. So while many instructors feel that every lesson has to have a clear conclusion, Red Dog recommend occasionally allowing an unresolved part of a lesson or activity to spill over to another time. For example, if participants use their senses to try and figure out the contents of a mystery envelope, the activity will be more compelling if opening the envelope is deferred. Avoiding lelosenphobia also provides natural links to the lessons and activities that follow, and may even prompt participants to talk about such experiences with others (simply talking to other participants or staff is marvelous!).
Briefly summarize your presentation and pass out the attached handout (Classroom Observation Items).
7 Instructor Notes
Introduction
Everybody here today is wearing the hat of an instructor at USA, right? And we know that an instructor’s job is to teach others what the instructor knows, right? So, how did you get to be an instructor? What qualified you for this position? What is your role as an instructor? What is it you do? Are you prepared to do it?
The next few minutes we are going to talk about you, the instructor, and how you fit into USA’s scheme of Scout learning. .
But first, we have to make some assumptions. We have to assume that the participants that will be attending USA are coming here for several reasons among which are to gain some knowledge about Scouting and how they can improve the program back in their home unit.
Second, we have to assume that they have some basic working knowledge about Scouting in general since they have been through basic or Leader Specific training for their position. We may assume that some have been in Scouting for a long enough time to be called veterans. Some may have even been through one of the various Wood Badge Advanced-training courses. Heck, many of them may have been teaching classes for many years. But we can assume that they have a thirst to learn something about the business of Scouting. You will receive some instructions on the participant later, so we will dispense with any discussion about the participant at this time.
Let’s talk instead about how can we fill their thirst for learning, or if you prefer, knowledge.
Before we can answer that question we must first try to understand how learning takes place or how knowledge is processed.
If teaching is done well and what we teach is worth learning, there are forces at work that will provide the external prod that will get people more involved in the process of learning than they were in the past. Among those forces is the instructor.
So that brings us to the role of the instructor or teacher in the process of learning. The teacher’s task is that of a communicator, a model and identification figure. That requires certain skills.
Skills of the instructor Traditionally, teachers or instructors as we call them here in USA are the “keepers of knowledge” and they transmit this knowledge to participants. For instructors, the traditional methods of teaching have meant tedious preparation of lesson plans, copying from manuals in great magnitude, the pressures to increase the level of participant involvement, and the pressures associated with needing to teach a roomful of participants with varying degrees of knowledge and experience. Creativity gets to be more and more demanding.
The necessary Instructor skills are:
8 the ability to identify and organize resources to complete tasks; the ability to collaborate with others to work productively; the ability to acquire, evaluate and use information; the ability to understand complex systems; and the ability to work with and to continue to master a variety of technologies.
The Instructor also: Displays a willingness to try and fail (intelligent risk-taking) Has a desire to learn Is willing to admit a lack of knowledge in a subject Knows how to find answers Knows when to give up Knows how to facilitate learning Knows how to encourage Knows how to praise, observe, and question Knows how to supports and participates in the learning process Knows how to create, execute, evaluate
The role and responsibilities of the instructor in the classroom Teaching requires a learner-centered approach that relies on the participation of all—instructor and participants. This suggests that discussion may be the best teaching method. All share in the learning and the responsibility for furthering discussion. In most cases, participants will need clear guidelines and preparation for effective discussion participation. Participants bring to the discussion previous knowledge and experiences they have gained through reading, listening, and interaction with others outside the class and it is the instructor’s responsibility to keep discussions on track. This also involves contributing further knowledge and experience, weaving discussion threads together to provide focus and facilitating harmonious collaboration.
The role of the instructor is to facilitate learning and to create a learning community within the classroom. Sound familiar? In theory, using a constructive approach does not differ much from traditional face-to-face teaching. In traditional classrooms, there are instructors who still use lectures as the main teaching strategy (this is particularly true for new or inexperienced instructors for example). However, in USA, an instructor simply cannot stand in front of a class and lecture.
9 There are several elements of responsibility that the instructor owes the participants.
One is in technical areas. The instructor is responsible for all the technical elements of the class design. A further responsibility of the instructor is to make sure that the technical elements of the class design are not too advanced for the participants’
Another area of responsibility for the instructor is in management of the class. This involves planning and organization of certain teaching tasks. The course objectives, syllabus, learning objectives, as well as managing the classroom and participants are the priority tasks
Another area of responsibility in the classroom is the instructional element of teaching. Experienced instructors use many different strategies to encourage learning through the development of different learning styles in everyday teaching/learning.
The final responsibility that belongs to the instructor is for the social interactions among participants during the class. He/she needs to make the learning environment friendly and inviting. Instructors need to encourage interaction, group cohesiveness, and communication among participants and between participant and instructor. There are so many kinds of interaction in class, between participant and participant, participant and group, participant and instructor and all of this communication takes place in a learning-based medium. This may be new for many participants and an instructor skilled in facilitating communication and interaction is invaluable in the classroom. More on this in a later class.
All of these responsibilities merge to make up the role of the instructor. Together, instructor and participants communicate and interact in ways that promote shared learning for all. The instructor is not the “expert” who dispenses information, but rather the “guide” who facilitates shared learning.
Principles of learning Let’s take a look at some of the principles that guide the learning process. They affect the way the instructor/participant interact.
We learn to do by doing. We learn to do what we do and not something else. Without readiness, learning is inefficient and may be harmful. Without motivation there can be no learning at all. For effective learning, responses must be immediately reinforced. Meaningful content is better learned and longer retained than less meaningful content. For the greatest amount of transfer learning, responses should be learned in the way they are going to be used. One’s response will vary according to how one perceives the situation. An individual’s responses will vary according to the learning atmosphere. One does the only thing one can do given the physical inheritance, background, and present acting forces.
10 All of these suggest that the classroom have a friendly and happy environment. We know that is not always so. All classrooms have some sort of disruptive element among those, which can be a difficult or even hostile participant.
Dealing with difficult participants How do you deal with a hostile participant? For those of you who are not very experienced in this area, you may be a little apprehensive in how to deal with them if they show up in your class. You need to know how to handle anti-social behavior. You will be receiving a class on this subject latter today.
You need to know that some participants may start the class by testing you. They’ll push, and try to be know-it-all’s in order to show you up. Just act smooth and confident, and it can turn a potentially bad situation into a great experience for you and the other participants. The biggest lesson I’ve learned is that confidence, even faking confidence, is vital to maintaining control in the classroom and gaining respect. When they started giving you an attitude, act like you are their concerned friend, and say things such as, “Oh, yes, great point, John, you’re absolutely right, this is related to such-and-such, and actually, it’s also connected to this in such-and-such a way. Excellent, comment, John, it’s obvious that you’re really thinking about this....” Don’t get angry that certain participants are acting like know-it-alls.
Some other bits of advice:
Deal with participants who challenge your authority in a non-confrontational manner.
Anxiety is normal; everyone feels it. Yes, it is a difficult situation, but that is nothing to be afraid of.
Learn to go with the flow. It really is a matter of experience, the first few times are tough, but it really amazingly does get easier.
One of the things that causes some instructors to have a nervous stomach is a fear of not covering everything about a particular topic or class; or that everyone does not now posses the same level of knowledge as the instructor.
Avoid “Lelosenphobia!” “Lelosenphobia”—a word coined by Red Dog—is a powerful teaching concept, and he defines it as the “fear of leaving loose ends.’ A lelosenphobic instructor, therefore, attempts to wrap a lesson or activity into a neat package by summarizing what was learned. While summarizing lessons is of course important, it is the “loose ends” that encourage thinking to continue. So while many instructors feel that every lesson has to have a clear conclusion, I recommend occasionally allowing an unresolved part of a lesson or activity to spill over to another time. For example, if participants use their senses to try and figure out the contents of a mystery envelope, the activity will be more compelling if opening the envelope is deferred. Avoiding lelosenphobia also provides natural links to the lessons and activities that follow, and may even prompt participants to talk about such experiences with others (simply talking to other participants or staff is marvelous!).
11 Avoid stage fright Be well prepared! Have a comprehensive lesson plan with alternative back-up activities in case you finish early or some part of your plan does not go as you expected. Don’t just wing it. This is not fair to your participants. They have paid dearly for your time and expertise.
Present yourself as an experienced participant rather than a teacher. You have experience in this subject, attended the lectures, taken the tests, and written the lesson plans. You are there to facilitate their understanding of the material and to help answer their questions. You are not, in most cases, a content expert -- and you won’t know the answer to every question your participants ask. With your help, though, they can find those answers.
Think in terms of communication rather than performance. Your participants are not theater critics waiting for you to flub a line. They’re probably more empathetic than judgmental, and if you take a moment here and there to refer to your notes, or back up and explain a previous point, you’ll enhance the clarity of your presentation.
The longer you talk, the more your nervousness will subside. Pay attention to the process: I’m better already. . . better yet. . . still better.
Speak to one person in the classroom at a time. Make eye contact. Try smiling!
Take it slow. Pause and give people time to catch up with you; they’re working as hard as you are.
Consider going through a practice run with another faculty member in this Faculty Development class. Together you can develop valuable feedback and suggestions on lesson plans, good icebreakers, lecturing techniques and overall course organization.
How much to cover in one class? The better question to ask here is - How much do you want your participants to learn, understand and be able to apply? You can talk nonstop and jam as much content into a class period as possible. But that’s about all that strategy will accomplish. The better you know and understand your participants, the more effectively you will be able to facilitate their learning in your course.
Some general guidelines are to generate two or three main topics or big ideas for each class session. Split the session into 10 or 15 minute “chunks” for each topic and expand on each with definitions, explanations, illustrations, and examples, leaving time for questions after each. Remember to restate the big ideas before and after each “chunk.” If you do this, you may cover less and uncover more.
Improving your vocal presentation in class Think about how you emphasize things in normal conversation. Do the same thing in your lecture. If you get louder when you talk about important things, get louder. If you enunciate more crisply, do that.
12 Lecture to the people in the back row.
“Telegraph” the importance of a topic by warning your participants that it will important to them in the future. For example say, “I am about to tell you the most important element of this problem. If you take anything home with you today, I want it to be this.”
After you say something crucial, stop and say it again. Example: “Contrary to what you might expect, you have to measure this lengthwise. (Pause) You have to measure it lengthwise.”
After you cover an important topic, stop and check in with how it was received. Say: “This is piece is very important to understand things later. I want to stop a minute and check in to see how well I got it across. Could I have done it better?”
Monitor the time you spend talking about a topic. Spend the most time on the most important issues, less time on less important ones.
Balancing you life as an instructor Don’t reinvent the wheel all the time. Ask for help. Share ideas and material with other instructors as much as possible. An efficient way to do this is through a discussion with those who have taught the class previously. Share the handouts you develop, the teaching ideas (role- play, simulations, small group activities that actually work well, etc.) with other instructors. Ask them in return to share theirs.
Draw a line in a reasonable place. Accept the fact that your role as an instructor at USA you may not have the luxury to invest as much time into your teaching as you want. This can become difficult. The more you get to know your participants, the more you will want to extend yourself to help them be successful. One rule of thumb is to care as much as they do about their success in the course and not more.
Accept that some things will not be perfect or even smooth. This is easier said than done. The most experienced instructor has an off day. Learn from your mistakes. Identify them early and get help. That’s what this Faculty Development Course is all about - helping you be successful.
We are not handing the participant a body of knowledge or so much material. Our aim rather is to get the participant in a position where he can learn for himself. If we succeed, we have reason to believe that he may continue to pursue new knowledge by returning to USA or attending other training courses or by independent study. The instructor who is working toward this noble end will always be working “with the participant”, not “for” him or “over” him.
Rethinking and improving Here at USA we encourage our instructors to take on the commitment of teaching the same class for at least two-three years. Although the subject matter of your class may not change, the first year your class will differ much from the third. I think that’s important too, to keep trying and adjusting the class so that it works. And to not be afraid of making mistakes; they happen, just be sure to change it for the next time around. Participants need structure. But it’s how you structure something that is important.
13 14 Classroom Observation Items (Hand Out)
Instructor-Participant Interaction The instructor encourages class discussion The instructor invite participants to share their knowledge and experiences The instructor clarifies thinking by identifying reasons for questions The instructor know if the class is understanding him or not The instructor knows when participants are bored or confused The instructor has interest and concern in the quality of his teaching The instructor has participants apply concepts to demonstrate understanding
Instructor-Individual Participant Interaction The instructor has a genuine interest in participants The instructor is friendly toward participants The instructor relates to participants as individuals The instructor recognizes and greet participants out of class The instructor is accessible to participants for out of class discussion The instructor is valued for advice not directly related to the class The instructor respect participants as persons The instructor is a dynamic and energetic person The instructor has an interesting style of presentation The instructor enjoy teaching The instructor is enthusiastic about his subject The instructor has self-confidence The instructor Varies the speed and tone of his voice The instructor has a sense of humor
Structure and Goals The instructor is fully prepared for class. The instructor provides an overview of what is planned for the class period. The instructor emphasizes the conceptual basis of the material. The instructor’s class is well organized. The instructor provides periodic summaries of what has been covered or discussed. The instructor uses class time efficiently. The instructor ties things together at the end of class. The instructor chooses appropriate activities for learning the material.
Teaching Behaviors The instructor asks questions that encourage participants to think about the subject. The instructor is animated. The instructor clearly explains instructions for completing required tasks. The instructor leaves enough wait time after asking questions for participants to think of a response.
15 The instructor uses eye contact effectively. The instructor provides clear and comprehensive explanations when required.
Instructor-participant rapport The instructor encourages participants to ask questions and express their opinions. The instructor gives clear and understandable responses to participants’ questions. The instructor seems genuinely concerned about the participants’ learning. The instructor is actively helpful when participants need assistance. The instructor is skillful at promoting interaction among participants. The instructor is able to involve everyone in the class. The instructor listens carefully to participant questions and comments. The instructor knows when participants seem confused. The instructor provides clear, relevant and understandable responses to participant questions. The instructor periodically checks to make sure everyone understands what has been covered. The instructor is able to involve everyone in the class, not just the most outspoken participants. The instructor is interested in participants as individuals. The instructor listens carefully to participant questions and comments. The instructor holds participants’ attention.
Subject Matter and Instruction The instructor stimulates interest in the subject matter. The instructor relates various topics of the course to each other. The instructor uses real-life anecdotes and examples to illustrate abstract ideas. The instructor creates a classroom atmosphere conducive to learning. The instructor seems enthusiastic about teaching the material. The instructor makes effective use of props, visual aids, illustrations and examples. The instructor demonstrates command of the subject matter.
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