In thinking about this assignment, two things readily came to my mind as “teaching dilemmas” that I have encountered as an educator. The first of these is the “Muddling Through” aspect of being in the education and training field that Stephen D. Brookfield talks about in his book, “The Skillful Teacher”. I find that I feel the inadequacy he talks about in chapter one very often, and I really thought it was just me…that maybe I wasn’t quite cut out for the profession I had chosen and that I would just need to work harder at it than other, more skilled people in the field. It was good to hear that this happens to lots of people, and that I am not unique in that aspect. I can’t say I am okay with constantly feeling as though I am not good enough, but hope that I can at least find some ways to help me make those internal voices a little less convincing. I very often get these feelings when I get ready to do a front end analysis. I have doubts like, “Am I going to be asking the right questions? What if I ask the wrong questions and end up developing something that doesn’t meet the actual need? Am I sure I even know how to do this? What if I can’t think on my feet fast enough to adapt to whatever situation I might encounter?” and many others. I can definitely relate to the whitewater rafting analogy because the line you think is the best way downstream doesn’t always end up being the absolute best way because there happens to be a boulder right in the way that you couldn’t see or anticipate from up above, before you picked that line, and so you have to adjust and reevaluate your options at that point.
The second dilemma I deal with is when to help a student, and when to let them figure it out themselves. For example, when facilitating computer based training, frequently we have students that have no idea how to use a computer. We have books that walk them through the process step-by-step, and we encourage them to use the books. Occasionally, we have students that don’t want to read, they would rather have someone tell them what to do, or do it for them. I think it is beneficial to have these students figure it out for themselves because then it is more likely to stick and they will remember for next time they need to do training. Some students don’t use computers except for when they have to come and take our training, and so the books don’t make sense to them. It is hard to tell the difference between the two types of students, and so it is hard to know who to help, and who to encourage to just figure it out.
I think I will eventually get the “who to help” question figured out, but I think I will probably go to my grave with my own feelings of inadequacy, fighting those voices in my head that tell me I’m not capable of doing the job to an acceptable level.
Friday, July 22, 2011
Friday, June 24, 2011
Tough Decision
Assignment 1.1- “Tough Decision”
Step 1: Define the Decision Clearly
One decision I have struggled with recently is whether or not to pursue looking for further employment. This could either be a future decision, or one I make now, depending on what I choose to do. I currently work for a government contractor, and my contract will expire in December of this year. There is a big possibility that my contract will be renewed, but it is not a sure thing.
Step 2: Consider All the Possible Choices
My choices are: I can start looking for employment now, or I can wait until I find out for sure if my contract will be renewed or not. If my contract is not renewed, I will either need to wait and hope I get another one, or start looking for employment at that time so I can continue to provide for my family.
Step 3: Gather All Relevant Information and Evaluate the Pros and Cons of Each Possible Choice
So, to organize this information better, I used the suggestion in the book to make an outline of this information.
I want to emphasize the fact that I don’t hate my job, I actually like where I work very much, and I just don’t like the instability of the situation. As the sole means of income for my family (by our choice), I feel the need to have a stable job…though I realize in today’s world, any job out there can be unstable.
Step 4: Select the Choice That Seems to Best Meet the Needs of the Situation
The first choice looks to be the best one for my current situation. There are some unknowns that I need to look at. I will need to budget my time better so that I can fit school, work, employment searching, and family time all in to the hours I have in the day. The good thing is that even if I am offered other employment, I do not have to accept any offers I get unless they look like a good fit and a good situation for me and my family. For me, the ultimate goal of employment is to allow me to consistently provide for the needs of my family (food, shelter, clothing) while being able to spend time with them as well. As long as an employer can give me that, I will be happy.
Step 5: Implement a Plan of Action and Then Monitor the Results, Making Necessary Adjustments
A plan of action would be, for me, searching for job opportunities and applying to a certain number of job ads each week. I think it would be best for me to start out casually searching to see what happens, and then become more involved as time goes on by assessing the responses I get to my applications. It may not take as much time as I think. I believe the most time consuming part will be trying to revamp my resume, and then writing a new one for each job application…those things always take time.
Step 1: Define the Decision Clearly
One decision I have struggled with recently is whether or not to pursue looking for further employment. This could either be a future decision, or one I make now, depending on what I choose to do. I currently work for a government contractor, and my contract will expire in December of this year. There is a big possibility that my contract will be renewed, but it is not a sure thing.
Step 2: Consider All the Possible Choices
My choices are: I can start looking for employment now, or I can wait until I find out for sure if my contract will be renewed or not. If my contract is not renewed, I will either need to wait and hope I get another one, or start looking for employment at that time so I can continue to provide for my family.
Step 3: Gather All Relevant Information and Evaluate the Pros and Cons of Each Possible Choice
So, to organize this information better, I used the suggestion in the book to make an outline of this information.
Possible Choices | Information needed | Pros | Cons | ||||
| 1. Start looking for employment now | How will my employer view this move? Could I get fired for seeking other employment? Do I have time to look for employment while working full time and going to school?Will I be able to get a job that pays as well as the one I have? | 1. Less stressful than waiting for when I HAVE to get a job2. I have more leverage in job negotiation 3. I can search for jobs when I have time to do so | 1. I could get end up getting a job I don’t like as much as the one I have 2. Longer commute (most likely) since most jobs in my field are found in Salt Lake City | ||||
| 2. Wait and see if contract is renewed, and if not, then wait to see if a new contract comes along | What are the chances that the contract will be renewed? Will I be able to save enough money to last until a new contract comes along? | 1. I will get my full benefits from current job 2. Shows loyalty to my current employer | 1. Will require careful planning to ensure I have the funds necessary to support my family between contracts 2. If I don’t get another contract, I will have wasted lots of time and money waiting when I could have been looking for employment 3. Stressful waiting and hoping for a new contract | ||||
| 3. Wait to see if contract is renewed, and if not, then begin looking for work immediately | What are the chances that the contract will be renewed? Will I have enough money to sustain me until I find new employment? What will the job market be like at that time? | 1. I will get my full benefits from current job 2. No lost time between losing the contract and seeking employment | 1. Stressful looking for a job when you need one to survive 2. Not the best time to look for a job (right around the holidays) |
I want to emphasize the fact that I don’t hate my job, I actually like where I work very much, and I just don’t like the instability of the situation. As the sole means of income for my family (by our choice), I feel the need to have a stable job…though I realize in today’s world, any job out there can be unstable.
Step 4: Select the Choice That Seems to Best Meet the Needs of the Situation
The first choice looks to be the best one for my current situation. There are some unknowns that I need to look at. I will need to budget my time better so that I can fit school, work, employment searching, and family time all in to the hours I have in the day. The good thing is that even if I am offered other employment, I do not have to accept any offers I get unless they look like a good fit and a good situation for me and my family. For me, the ultimate goal of employment is to allow me to consistently provide for the needs of my family (food, shelter, clothing) while being able to spend time with them as well. As long as an employer can give me that, I will be happy.
Step 5: Implement a Plan of Action and Then Monitor the Results, Making Necessary Adjustments
A plan of action would be, for me, searching for job opportunities and applying to a certain number of job ads each week. I think it would be best for me to start out casually searching to see what happens, and then become more involved as time goes on by assessing the responses I get to my applications. It may not take as much time as I think. I believe the most time consuming part will be trying to revamp my resume, and then writing a new one for each job application…those things always take time.
Friday, June 10, 2011
Assignment 4.2- Learning Journal
I think the biggest thing I have learned recently is that in every life experience we have, there are always things we can control, and things we can’t control. If we are focused on doing those things we can control, and, at the same time, not worrying about those things we can’t, those experiences are much less stressful for us…they pass much more easily. Why spend so much energy worrying about things that we can’t control?
In reflection, I find that I expend lots of energy worrying about things that are outside of my control, and sometimes even neglecting those things that I can do to “grease the wheels” as the expression goes. In neglecting certain things that I really should be taking care of, I pile more stress upon myself that really doesn’t need to be there. I know I need to be better about executing those things I can control.
I think that, in my case, I need to outline those things I can do, and be intent on completing them in any given situation. It may even be a good thing for me to outline those worries I have that are outside of my control, so I can physically throw them away. I find when I physically get rid of unwanted things in my life, the thoughts seem to follow suit. I think this will serve to help me to be a more focused and happy person.
In reflection, I find that I expend lots of energy worrying about things that are outside of my control, and sometimes even neglecting those things that I can do to “grease the wheels” as the expression goes. In neglecting certain things that I really should be taking care of, I pile more stress upon myself that really doesn’t need to be there. I know I need to be better about executing those things I can control.
I think that, in my case, I need to outline those things I can do, and be intent on completing them in any given situation. It may even be a good thing for me to outline those worries I have that are outside of my control, so I can physically throw them away. I find when I physically get rid of unwanted things in my life, the thoughts seem to follow suit. I think this will serve to help me to be a more focused and happy person.
Thursday, June 2, 2011
Assignment 3.3
I found I agreed with much of the information found on the blog we were supposed to read for this assignment (http://victorhugor.blogspot.com/2009/05/learning-styles-theory-at-controversy.html).
There is a quote on the first page that reads as follows, "A major mismatch between instructor style and learners' styles can lead to trouble. For example, suppose that learners prefer independent work and reading, but the instructor prefers group projects. Never rely totally on any one method, but try to vary them. If a student does not seem to be learning, consider whether his/her learning style might be at odds with your teaching style. Remain flexible and be able to change planned learning activities if students are having trouble in a given area.”
I disagree with this because, as one that does not exactly prefer group assignments, I can cope and still do them and even learn from them. So, the part I disagree with is that it poses a problem for an instructor to use a teaching method that is not preferred by the students. Now, I do agree that teaching methods do need to be varied. As is posted in one of the later posts on the above blog, "For example, within one kindergarten class, the auditory learner could listen to stories about different holidays around the world, while the visual learner examined pictures of holiday celebrants, and the kinesthetic learner handled costumes and artifacts associated with the holidays. But is the theory correct? And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?" (Willingham 2005)
In my experience as an instructional designer working in the computer-based training arena, I have always been told to try and engage as many senses as possible because it helps with retention. So, I think the same would apply in a classroom setting, that the more senses you engage in your students, the better for them to be able to retain what it is you're trying to teach them, regardless of the learning style they prefer. As is illustrated above, it just makes sense to me that a student who has seen pictures of, as well as has heard things about, and handled things having to do with a certain subject would have more knowledge of the subject than a student who had just done one of the above things. There is something to be gained by each student from each activity regardless of whether they really prefer it or not, at least, that is my opinion on the subject. Once again, I am now stepping off of my proverbial soapbox.
There is a quote on the first page that reads as follows, "A major mismatch between instructor style and learners' styles can lead to trouble. For example, suppose that learners prefer independent work and reading, but the instructor prefers group projects. Never rely totally on any one method, but try to vary them. If a student does not seem to be learning, consider whether his/her learning style might be at odds with your teaching style. Remain flexible and be able to change planned learning activities if students are having trouble in a given area.”
I disagree with this because, as one that does not exactly prefer group assignments, I can cope and still do them and even learn from them. So, the part I disagree with is that it poses a problem for an instructor to use a teaching method that is not preferred by the students. Now, I do agree that teaching methods do need to be varied. As is posted in one of the later posts on the above blog, "For example, within one kindergarten class, the auditory learner could listen to stories about different holidays around the world, while the visual learner examined pictures of holiday celebrants, and the kinesthetic learner handled costumes and artifacts associated with the holidays. But is the theory correct? And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?" (Willingham 2005)
In my experience as an instructional designer working in the computer-based training arena, I have always been told to try and engage as many senses as possible because it helps with retention. So, I think the same would apply in a classroom setting, that the more senses you engage in your students, the better for them to be able to retain what it is you're trying to teach them, regardless of the learning style they prefer. As is illustrated above, it just makes sense to me that a student who has seen pictures of, as well as has heard things about, and handled things having to do with a certain subject would have more knowledge of the subject than a student who had just done one of the above things. There is something to be gained by each student from each activity regardless of whether they really prefer it or not, at least, that is my opinion on the subject. Once again, I am now stepping off of my proverbial soapbox.
Tuesday, May 24, 2011
Assignment 2.2
I didn't really know what to name this first post, so it is what it is. I decided on the title of my blog because as I was thinking about what to call it, I thought of the Spanish verb "enseñar", which has a double meaning. It means, "to teach" and also "to show". So, in Spanish when someone says, "Enséñame", they are saying, "Teach me" or "Show me"..the meanings are synonymous to them. This helped me to think about our recent discussions on learning styles. I think we could all agree on one thing at least...we'd much rather be shown something, than told about something. For example, when I wanted to tear apart the carburetor on my lawn mower (something I had never done before), and I wanted someone to teach me how, I immediately hit the Internet. I read some posts people had left on how to do it...not much help, but then I stumbled upon a video someone had made of the whole procedure. Guess what! I was immediately an expert. I knew what all the parts were called and where they were located, and how they came apart, what to look for when inspecting them, and how to put them back together, before I ever touched my mower. The application was simple after that. I didn't have to go back and refer to a page I printed out and try to figure out vague textual descriptions of components, or stare at awkward diagrams. I knew the components when I saw them...because someone had shown them to me.
Now, what is my point with all of this? What I am trying to come to is my opinion that, if we cover the basics (the visual, auditory, and kinesthetic parts) the majority of students will be successful. Going back to my example, in the video, I was being shown (visual) how to do the task, as he was telling me (audial) how to do it, as he also showed me how to manipulate the tools used to take components apart (kinesthetic- I realize this one may be debatable to some people, but I believe in being shown how to "turn the wrench this way as you put your arm that way to turn the nut to the left" is pretty close to getting a kinesthetic feel for how to do the task) and thus complete the task. And...that's my rant for today.
Now, what is my point with all of this? What I am trying to come to is my opinion that, if we cover the basics (the visual, auditory, and kinesthetic parts) the majority of students will be successful. Going back to my example, in the video, I was being shown (visual) how to do the task, as he was telling me (audial) how to do it, as he also showed me how to manipulate the tools used to take components apart (kinesthetic- I realize this one may be debatable to some people, but I believe in being shown how to "turn the wrench this way as you put your arm that way to turn the nut to the left" is pretty close to getting a kinesthetic feel for how to do the task) and thus complete the task. And...that's my rant for today.
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