Reading Section 1
A. Preparation is the key to a successful teaching
experience for both the teacher and the students (McKeachie, 2014). A well-scripted syllabus can set clear
expectations for teacher-student collaboration and help students plan,
organize, and engage with the course materials (West, Bubenzer, Cox, &
McGlothlin, 2013). Additionally,
teachers can further contribute to the success of the students by presenting
lectures that are informative and interactive (West et al., 2013).
B. One lingering question from reading section 1 is: If the syllabus is a kinetic document and the
course is meant to be informative and inclusive, how much flexibility should be
given to modify the syllabus to include omitted material students wish to
cover?
Reading Section 2
A. Teachers should create a teaching style that is
informative and engaging. Lectures
should be utilized for their ability to cover large amounts of information, but
should only be part of a diverse menu for disseminating information (West et
al., 2013). Additionally, students
should have multiple opportunities to appropriate new learnings, such as class
discussions, small group activities, homework, and other experiential learning
activities (McKeachie, 2014).
B. One lingering question from reading section 2 is: What criteria should be used for managing
negative feedback from the class (i.e. too much homework or I don’t like the
professor’s teaching style) and altering the syllabus, which meets
accreditation and licensing requirements?
Reading Section 3
A. Teachers should be sensitive to cultural, ethnic, and
racial differences among student learning and communication styles. Teachers also need to be prepared to deal
with other student-based challenges in the classroom, such as disengaged,
disruptive, or emotionally dysregulated students in respectful and flexible
ways (McKeachie, 2014). Establishing
boundaries with students while building an authentic, nonthreatening
relationship where students experience support and autonomy are key to
classroom success (West et al., 2013).
B. One lingering question from reading section 3 is: If a teacher is concerned about a student’s
emotional state, such as potential suicide, but the student denies having
suicidal thoughts or a plan, what are the legal and ethical limitations of the
teacher?
Reading Section 4
A. Beyond creating a well-scripted syllabus and developing
meaningful course content as part of his/her responsibilities to the class, a
teacher must also be able to articulate a personal teaching philosophy
statement. This statement includes how
the teacher will support student learning, thinking, and professional
development, as well as personal reflections of their teaching journey (West et
al., 2013). Other responsibilities to
the students include respecting student confidentiality, ensuring fair academic
evaluation, and being committed to the ethical standards outlined by the
ACA (McKeachie, 2014).
B. One lingering question from reading section 4 is: When a teacher develops a personal teaching
philosophy statement, should it include any spiritual integration statements
particularly if the teacher’s Christian worldview is a key component to his/her
counseling and teaching styles?
Reading Section 5
A. An important role in teaching is evaluating student
learning. This can be done through
purposeful homework assignments that enable students to think about and
appropriate new information (West et al., 2013). Evaluation can also be accomplished through
tests such as essays that provide the opportunity for students to demonstrate
recall, depth of understanding, and the ability to articulate thoughtful
answers (McKeachie, 2014).
B. One lingering question from reading section 5 is: Self-evaluation is critical for a
counselor-student. However, many people
have a works-based mentality to self-worth.
How can a teacher help a student to focus more on the self-awareness
factor of self-evaluation in order to foster personal growth and development
and less on the idea that “the higher my grade, the higher my value”?
References
Svinicki, M., & McKeachie, W. (2014). McKeachie's teaching tips: Strategies,
research, and theory
for college and university teachers (14th ed.). Belmont, CA: Wadsworth, Cengage Learning.
West, J. D., Bubenzer, D. L., Cox, J. A., & McGlothlin,
J. M. (2013). Teaching in counselor
education: Engaging students in learning.
Alexandria, VA: Association for Counseling Education and Supervision.
Hi Theresa! I’m looking forward to seeing you again soon! So glad we have another class together. ☺ In response to your Section 5 question, according to Malott et al. (2014), assessment and a student’s ability to interpret that assessment are key to a successful learning environment. A warm, welcoming, and organized classroom lays a foundation for healthy interpretation of interactions and of grades. Establishing early, welcoming, and friendly contact with students prior to the beginning of the course has been shown to have a positive outcome on student attitudes throughout the duration of the class (Malott et al., 2014). Some other variables that have been shown to correlate with a positive and efficacious classroom experience are instructor “humor, enthusiasm, creativity, and immediacy” (Malott et al., 2014, p.296). A student’s interpretation of their learning is in direct response to the climate of the classroom. Additionally, since feedback to students is essential in allowing them to see their own progress, a few guidelines might be helpful. This study found that a learning-centered path to evaluation, in which the focus was on individual progress and growth as opposed to numbers and grades, was a more effective way to inform students without them feeling ranked and critiqued. Assessment is one aspect of a successful classroom, but cannot be the sole aspect of student or professor evaluation. Hopefully, implementing these strategies can assist students in making a more accurate and healthy self-evaluation.
ReplyDeleteMalott, K., Hall, K.H., Sheely-Moore, A., Krell, M., & Cardaciotto, L. (2014). Evidence-based teaching in higher education: Application to counselor education. Counselor Education and Supervision, 53, 294-305.
Hi Ashlee!
ReplyDeleteThank you for your thoughtful response to my question. I agree that formal assessment is necessary, but can only be a part of the evaluative process. In an environment where relationship is promoted over performance, a student feels secure to explore and experiment without fear of "failure." I think our class article by Garzon and Hall (2012) addressed this well, too, by discussing attachment in the classroom. Secure attachments in the teacher-student relationship encourage positive self-evaluations and feelings of esteem even when formal assessments help to identify areas of strength and areas for growth.
Comment on Section 3:
ReplyDeleteHello Theresa, so glad you are in the class, I am looking forward to seeing you in a week or so. According to Svinicki and McKeachie (2014) when the professor observes changes in student behaviors, hygiene, weight changes, attendance or quality of work, it is important for the professor to talk with the student and assist the student in with campus resources. If the student refuses, the authors recommend that the professor contact the school health services so that they can contact the student. The JED (2008) foundation explained that there are two primary categories of legal and ethical standards that govern how campus staff can communicate about students among themselves, to parents, or others. One of the categories applies to all campus personnel when there is concern about the welfare of the student or community. If there is a justifiable concern, it is ethical for the professor to communicate to the proper agency so that action can be taken to help the student. Svinicki and McKeachie described a situation in which the one of them walked with the student mental health services to ensure the student was seen. College professors should also be aware of the campus polies that need to be follow when they suspect students might be suicidal or homicidal.
References:
The JED Foundation (2008) Student Mental Health and the Law: A Resource for Institutions of Higher Education. New York, NY: The Jed Foundation
Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth /CENGAGE Learning.
Hi Maria!
ReplyDeleteI'm looking forward to having class with you, too. Student health and wellbeing is such a vital topic. There are many stressors that impact the mental health of students in general. However, Schwartz et al. (2012) discusses specifically how acculturation affects well-being of first and second-generation immigrant college students. As a future teacher, I want to be sure that I am alert as well as approachable. I also want to be a champion of student diversity and individualistic values in order to help my students feel respected, accepted, and safe in my classroom.
Reference
Schwartz, S. J., Waterman, A. S., Umana-Taylor, A. J., Lee, R. M., Kim, S. Y., Vazsonyi. A. T., … Williams, M. K. (2012). Acculturation and well-being among college students from immigrant families. Journal of Clinical psychology, 00(0), 1-21. doi:10.1002/jclp21847