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Reflections on my PIDP experiences to date.

After being away from school for 22 years, adjusting to being a student again was challenging. It as also been very rewarding. A whole new world of learning was opened up to me. It is almost overwhelming to think about how much learning is available at our fingertips and how many people we can connect to in the world of online learning. From the very first PIDP course I enrolled in, I found the material I was learning to be very relevant and applicable to what I was experiencing as an adult learner. Furthermore, I find the courses to be practical and helpful in my first teaching experiences as a clinical dental hygiene instructor. The most important thing I have learned is that my role as an instructor is primarily to inspire, encourage, and facilitate my students in their journey of learning. My thinking has changed in that I now see myself as a lifelong learner and one of my roles as an educator is to model this for the students that I interact with. By not being a bestower of knowledge but rather a type of coach that points students in the right direction, I can help my students to take initiative in their own life long learning. Asking the right questions, provoking critical thought, keeping an open mind, being ready to learn, and always showing students respect are actions that I strive to take based on what I have learned.

Comments on Chapter 5 “Understanding and Responding to the Emotions of Learning”.

This chapter highlights the normal and predictable strong feelings and responses that both teaching and learning bring out in us. Some examples of these are impostorship, cultural suicide and roadrunning. Thankfully, Brookfield has suggestions on how to confront these very common emotional responses and deal with them in a constructive manner. As an instructor, understanding and acknowledging these common feelings both in ourselves and in our students is the first step in managing these emotional responses.

In this short video Jorge Marquet reminds us of the internal process we undergo in learning. We receive sensory input, there is an emotional response within us and this emotional response tells our brain what we think of the input we’ve just received. As he points out, our emotional responses are just as important as our cognitive responses, if not more. Emotional responses are crucial to learning. Expecting our students to have both positive and negative emotional experiences in our classroom is being realistic and we are in the position of being able to talk about these common responses with them. We can provide some tips on how to deal with these responses but ultimately, as Brookfield states “Even if no advice on how to deal with these anxieties is given, just knowing that others share these is reassuring and calming”.

Brookfield, Stephen D. (2006) The Skillful Teacher. San Francisco, CA: Jossey-Bass

Lifelong learning

It is important to acknowledge the breadth and depth of lifelong learning. Lifelong learning can take place in formal, non formal, and informal settings or circumstances. Informal learning contains sub sections which include self-directed, incidental, tactic and integrative learning. (1) Recognizing that these different types of learning are all valid, relevant and beneficial to not only the individual but also to the society, promotes economic, social and cultural development. This is referred to as a learning Society. Limiting our definition of learning can promote limits on our own learning potential and therefore limit the impact we can make to society. Metacognition “refers to a higher order thinking which involves active control over the cognitive processes engaged in learning” (2) and that it is “an essential first step in developing lifelong learning” (3)

I would like to gain more appreciation for, and acknowledge the learning we do on a daily basis whether it be formal, informal or non formal. I was surprised and pleased to think about all the benefits of lifelong learning that we take for granted and the impact that this learning can have on creating a better society. I realize that as far as teaching goes, I shouldn’t place boarders or limits on how, where or what students are learning. There are many different ways in which people learn and this is why it is best to try and incorporate various styles or techniques during the teaching experience.

There is so much potential for us to expand our minds and broaden our horizons. Recognizing the benefits to not only ourselves but those around us, can help promote a greater desire to learn. We don’t want to keep the definition of lifelong learning in a box. We should acknowledge that there are many types of learning and they are not limited to a educational institution. Lifelong learning is happening all the time throughout one’s experience and we need to appreciate it, celebrate it and view it as a great asset to both ourselves and those we interact with. We can learn from others and we can contribute to someone else’s learning experience each and every day.

As an adult educator, I would like to keep an open mind to new ideas, changes, and discoveries. I want to always see myself and others as a work in progress and never think that I have fulfilled my learning potential. I want to acknowledge and appreciate what each student contributes as a result of their own lifelong learning experiences. I would like to view them as a contributor to my own learning. I would like to see the relationship between student and teacher as being one where information and learning can be shared and passed back and forth.

References

1. Sharan B. Merriam & Laura l. Bierema, Adult Learning. Linking Theory and Practice. 2014 by John Wiley & Sons, Inc (pg 20) 2. http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm 3. http://en.wikipedia.org/wiki/Lifelong_learning

A B.C. Supreme Court judge has overturned the Law Society referendum denying accreditation to graduates from Trinity Western University.

Here the accreditation of the law school has nothing to do with the quality or standards of education being delivered but as Mr. Mulligan, a Victoria lawyer, states “The policies of this university are inconsistent with core values of the legal profession, insofar that this university continues to dispel or expel students for their private sexual activities,"

With accreditation in mind, I thought I would post a link to the dental hygiene competencies and standards. I am teaching clinical dental hygiene at UBC, which has just been through the accreditation process. As faculty, there are certain requirements that we must meet in order to be able to teach in the program. For example, we must participate in ‘train the trainer’ workshops and activities as well as have taken or be currently taking courses in education such as the PID program.

Lecturing Creatively

Right from the start of this chapter I agree with Brookfield on the fact that it’s much too simplistic to label lectures as bad and discussions as good. As he puts it, these two methods can be seen as symbiotic.

I have sat in some captivating lectures where time speeds up and suddenly I realize I have been completely unaware of my surroundings due to being intently focused. There is no debate that some people have captivating public speaking abilities. Other times, I have found the subject matter to be so fascinating that I am more captivated by what I am learning than anything else. Obviously these lectures have been as Brookfield states either helpful, enlivening and or as critically stimulating as possible.

It has been said that familiarity breeds contempt and predictability breeds boredom. I like how he suggests switching things up, lecturing in chunks and moving around the classroom.

Scaffolding notes are a great idea for a few reasons I can think of. Firstly, the process of creating these notes would be helpful for the lecturer to bring clarity or organization in preparation for the lecture. Furthermore, the student then has something that gives them an overview of the subject matter and from there they can zoom in and out to get perspective on what is being taught.

Giving verbal signals is somewhat like the signals we give when we are driving. We give a heads up to our listeners so they have an idea of where we are headed. By this we can reduce the incidences of confusion and potential distraction.

Asking questions is stimulating and thought provoking. Leaving students with questions to think about for the next lecture can hold them accountable to go away and do their own research.

I have found it interesting when lecturers weave in current events and use real world examples that relate to the subject matter. Also, as Brookfield brings up, enthusiasm is contagious.

Teaching in diverse classrooms

I liked how at the beginning of the chapter Brookfield suggests instruments to assess personality types and learning styles as a way to gauge diversity in the classroom. In doing this, a side benefit is that the students can have an increased sense of self awareness.

The team taught course is something that I can relate to because I teach as part of a team and see the benefits in it. Like he mentions, we all bring something different to the table, so to speak, and this is helpful when appealing to diverse students.

My tendency is to believe that mixing students up is the appropriate things to do. Like Brookfield says, it’s reality. In my opinion, the sooner we learn to work and study with and alongside people of varying diversity, the better equipped we will be for the future.

Mixing modalities is good practice for many reason. For me this part of the chapter ties in with the end of the chapter where he talks about our purpose being to help students. We need to be flexible and open to change. Our teaching experience is what we choose to make of it and we ourselves stand to be the beneficiaries because it will keep every day stimulating and interesting for us if we do.

Making it relevant is something I really believe in. We need to know something about our students world, in particular if they are struggling with a concept. Investing some time into finding out a little bit about each student can go a long way.

Listening to students demonstrates that we respect them and what they have to stay, regardless of if we agree with them or not. It also gives us a glimpse into their thoughts. If we demonstrate good listening skills, changes are our students will lend us more of an ear as well.

Finally, giving demonstrations has a place. For my second year class I begin the session with a demonstration. I try to keep it short and simple since I have found that the students begin to tune out quickly. They are anxious to get trying it themselves and as they do, I go around to each one individually. Sometimes I wonder why I have given the demo in the first place as some of them have no idea what to do. Others have watched and can apply what they have seen.

This chapter is very helpful in providing ways to tackle diversity in the classroom. Learning to embrace diversity and find ways to make it a positive learning experience for everyone is the ultimate goal.

Code of Ethics in Dental Hygiene

Our governing body, the Canadian Dental Hygienists Association has a Dental Hygienists’ Code of Ethics. The last revision as June 2012. It is available to view on the CDHA website. https://www.cdha.ca/pdfs/Profession/Resources/Code_of_Ethics_EN_web.pdf

In my clinical instructor manual there is a section on professional conduct. Both learners and faculty are expected to be familiar and comply with the policies of the University relating to conduct.

Cheating at business schools of all sizes is widespread, according to a study a few years ago by the Association to Advance College Schools of Business, which accredits 740 of the world's best business schools in 50 countries.

I thought this article was appropriate for the week 5 posting because it addresses unethical behaviour in the classroom potentially transferring to unethical and unprofessional behaviour in the work place later. With faculty modelling ethical behaviour and ethics practices being a part of all classes, not just an ethics class the hope is that, as this article puts it “it can lead to the culture of integrity that will go forward with students into their new careers - and benefit all of us.”

Ethics and ethical behavior belongs to everyone. And until everyone realizes that their choices impact everyone, a truly fair and just educational system will remain elusive.

In thinking about the topic of ethics in education, I found this article which I thought was well written and helpful.

With a virtual tutor you can learn anywhere.

Just heard this on CBC today and thought it was interesting...

Where am I and where do I want to be in five years?

Since graduating with a diploma in dental hygiene in 1994, I have worked in periodontal and general practice as a clinical dental hygienist. Last year I started the PID program with the intention that upon completion, I would pursue a teaching position at Vancouver Community College in the dental hygiene program. Thanks to word of mouth, this summer I was offered a position in teaching clinical dental hygiene at the University of British Columbia in the dental hygiene degree program. I teach in two clinical sessions per week, one with second year students and one with fourth year students. I have found out the PID program is highly respected and the fact I am enrolled and had completed some courses, along with my own years of varied clinical experience helped me to acquire this position. Currently, I attend at least one dental conference per year and am a part of my professional organization. I plan to complete the PID program by the end of 2016 and from there I am interested in furthering my education. I may continue with a degree completion program or even apply for a masters program at SFU which is a community graduate program that caters to mature students in the teaching field. A person is able to transition from the PIDP to that program without a degree. Because I am a mother of two young children, I am currently balancing the responsibilities of family, work and school. My intention is to work through my school at a pace that doesn’t compromise my family life but allows me to be in a position to acquire greater teaching responsibilities when my children are older and less dependant. I would venture to guess that in five years, I may be there.

Brookfield: Responding to Resistance

I picked this chapter to comment on because I felt it would be useful to learn and reflect on some ways to deal with this “..normal, natural and inevitable…” (1) phenomena.

Previously, I thought as long as I am enthusiastic about something that it will be contagious and others will become enthused as well. However, I have proved this to be wrong. Just because I am in a particular stage in my journey and have come to certain conclusions doesn’t mean everyone else is in the same place. Furthermore, those that I am speaking with may have already been where I am and moved on from there.

The points Brookfield makes about his own experience in learning to drive are valid and helpful to put into practice. That particular learning experience caused him to be more conscious and thoughtful of what his own students go through. Being aware of the possible need for solitude in learning, setting realistic goals or limits, breaking instruction into small chunks, clear instruction and being generous with praise are all very useful and effective tools in teaching.

Brookfield’s advice to investigate the root cause of resistance to learning (in other words giving the person the benefit of the doubt) rather than view them as truculent or having a chip on their shoulder, is crucial in knowing how to respond. In some instances, I have found when people are given the opportunity to voice their concerns or grievances and they really feel heard, that alone can remove the road blocks and they can move on despite no change in circumstances.

I appreciated how he calls for caution in focusing our energy in trying to convert resistant learners at the expense of time and effort towards teachable students who are keen and eager to learn.

Simply being aware of some of the common causes of resistance to learning is the first step in responding to resistance. Self image, fear of unknown, not having constant successes, style of learning, perceived irrelevance of subject matter are some of the causes. When we are prepared to show interest and ask questions we can have a better idea what may be causing our students to resist learning or participating.

Reference:

Brookfield, Stephen D. (2006) The Skillful Teacher. San Francisco, CA: Jossey-Bass

Peter made me realise I had to give the classroom back to my students and make school about them, not me

Here is an article I found that backs up many of the points I took away from reading chapter 2 of The Skillful Teacher. These points are listed in my previous posting. Sometimes it takes an experience like this to prompt us to actually make the change that we know is necessary. One of the last lines in the article resonated with me when the author wrote “...but it does not matter how hard we try if the path we are on is wrong.” This reminded me of the familiar quote of Albert Einstein. “Insanity: doing the same thing over and over again and expecting different results.” There is much time and effort put into teaching. Investing time to examine, reflect and think critically about what we are doing is well spent. The payoffs will show not only in the students we teach, but in our own well being and satisfaction.

#teacher network #education #behaviour management #australian education #us education

What I took away from reading chapter 2 of ‘The Skillful Teacher’

We don’t want to box ourselves in to preconceived ideas of how we should teach. We need to have an open mind and be flexible in making adjustments so that we can be helpful to our students.

We need to realize that there is no ‘one size fit’s all’ in teaching. There are many diversities in students and being ‘in tune’ with our students will help us adapt.

We must always be able to back up or stand behind what we are doing (aka informed actions). This way we will be able to welcome any questions students may have. We know WHY we are doing what we are doing. We have a good reason for it. We can be convincing when we defend ourselves (convincing rationale).

Modelling critical thinking/reflection as we analyze our teaching techniques will help our students see the value in it and encourage them to engage in it themselves.

Having a glimpse into our students minds is crucial in understanding and being empathetic towards what they are going through. I have proven that being a student myself reminds me of the many feelings and emotions students go through as they attempt to learn something new.

Being respectful to students is crucial. Having an open, honest and straightforward approach ensures that our students will respect us as well. Knowing that what they are learning is important will help engage the students and being an enthusiastic teacher can be inspiring and contagious.

Teaching Perspectives Inventory

I took the teaching Perspective test and here are my results:

Transmission Total: (Tr) 32. B = 8; I = 12; A = 12. Apprenticeship Total: (Ap) 35. B = 10; I = 14; A = 11. Developmental Total: (Dv) 31. B = 7; I = 12; A = 12. Nurturing Total: (Nu) 36. B = 11; I = 14; A = 11. Social Reform Total: (SR) 24. B = 7; I = 9; A = 8.

I watched the video before taking the test and as suggested, tried to keep in mind the group of dental hygiene students that I am teaching in the clinical setting. My numbers are relatively close together and this is typical of a new teacher who is trying to be everything to everyone. Despite this, I was not surprised to see that Nurturing and Apprenticeship scored the highest for me.

In the description of Apprenticeship we read that “Good teachers know what their learners can do on their own and where they need guidance and direction; they engage learners within their ‘zone of development’. As learners mature and become more competent, the teachers role changes; they offer less direction and give more responsibility as students progress from dependent learners to independent workers”. In the clinic, I try to observe my students and give them the opportunity to take initiative. I step in by asking questions, offering suggestions or suggesting I give a demonstration when I see that there is a need for further development.

As far as the nurturing perspective goes, it is my goal to be approachable to the students. I encourage questions and try to make it clear that my role is to help prepare them for the ‘real’ clinical setting. We read in the description that “Good teachers provide encouragement and support along with clear expectations and reasonable goals…” I agree very much with this perspective in that I like to point out what is going well but also be realistic in expectations and clear about the importance that quality of work should never be compromised. It is my goal to motivate students to do their best for their own satisfaction.

“Good teachers are enthusiastic about their content and convey an enthusiasm to their students”. For myself, I am very enthusiastic about my career and and enjoy what I do so it is not hard to convey enthusiasm. What I know I can improve on is taking “…learners systematically through tasks leading to content mastery…”

As far as the developmental perspective goes, I find that reading my students self assessments helps me gain a better understanding of what they are thinking. It opens up opportunities for conversations and questions.

In regards to social reform, I hope to encourage my students to think critically and question the status quo.

I think this is a valuable tool and I am interested to see how my scores have changed or remained the same a year from now when I have more teaching experience.

Reference:

Pratt, Daniel D., & Collins, John B. (2001). Teaching Perspectives Inventory. Retrieved from: http://www.teachingperspectives.com/tpi/

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