COUC 747 – Ashlee
Lakin
Reading Section 1
A.
As a future
counselor educator, what is the most important idea you take away from this reading
section? Try to describe this in 1-3
sentences.
B.
What is one
lingering question you have from the readings for this section? This can be over any aspect of the readings.
A. The most important idea I am taking away from
this section is the importance of building community along with curriculum in
order to set your classroom up for success.
The idea of reciprocal interviewing is a brand new concept to me and the
thing that I find most intriguing is the ability to empower students by
allowing them to ask both content and personal questions of the
instructor/professor (Svinicki & McKeachie, 2014). This aligns well with the ideas from the
chapters that you want to foster student engagement around the course content
from day one.
B. Lingering Question: The text discussed the idea of building a
course foundation using either a textbook or an arsenal of other resources. What would be the process an
instructor/professor might go through to determine what would be best for
his/her diverse group of students?
Svinicki,
M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers (14th ed.,
pp. 29-37). Belmont, CA: Wadsworth.
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Reading
Section 2
A.
As a future
counselor educator, what is the most important idea you take away from this reading
section? Try to describe this in 1-3
sentences.
B.
What is one
lingering question you have from the readings for this section? This can be over any aspect of the readings.
A. When considering a teaching format, the
classic lecture format is still a viable and effective instructional
method. While enthusiasm, creativity,
and storytelling do not guarantee good content, they are a welcome addition to
any lecture and can help students engage in deeper, more meaningful learning (West, Bubenzer, Cox, & McGlothlin,
2013). Ten to fifteen minutes of
of some type of active or experiential learning per 45 minutes of lecture helps
to ensure better retention of the course material (p. 30).
B. Lingering Question: My question arises out of anticipatory anxiety
of this situation! I know that there
were several methods offered when conflict between students and
professor/instructor were offered but what is something that you have used that
has been effective?
Svinicki,
M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers (14th ed.,
pp. 29-37). Belmont, CA: Wadsworth.
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Reading
Section 3
A.
As a future
counselor educator, what is the most important idea you take away from this reading
section? Try to describe this in 1-3
sentences.
B.
What is one
lingering question you have from the readings for this section? This can be over any aspect of the readings.
A. One section that
had an impact on me was the discussion about emotional challenges with
students. While I can deal with
emotional reactions, anger and psychological disorders are more daunting. The text suggests meeting one on one with
each of these students in a more counseling type relationship and after
listening to the students thoughts and perceived needs, putting some
responsibility back on them to decide next steps. It also states that seeking professional help
is always an option.
B. Lingering
Question: While meeting one on one with
students is not anxiety producing for me, the potential of a classroom setting
with an angry student or psychologically unstable student is! If the techniques of calmly addressing the student
and redirecting the questions to the class backfire and breed more angry
students, what should a professor do to regain a sense of control in the
classroom?
Garzon,
F. L. & Lewis Hall, M. E. (2012). Teaching Christian integration in
psychology and counseling: Current status and future directions. Journal of
Psychology and Theology, 40,2,
155-159.
Svinicki,
M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers (14th ed.,
pp. 29-37). Belmont, CA: Wadsworth.
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Reading
Section 4
A.
As a future
counselor educator, what is the most important idea you take away from this reading
section? Try to describe this in 1-3
sentences.
B.
What is one lingering
question you have from the readings for this section? This can be over any aspect of the readings.
A. I really liked the
emphasis in the article by Malott et al. (2014) on teaching being more of a
wholistic experience rather than simply an evidenced-based instruction
session. This lines up with other
chapters from our texts where the instructor/professor is encouraged to
interact prior to the course and during the course to let students know that
they are a real person who actually cares about them and not simply a
task-master who assigns grades at the end of the course.
B. Lingering
Question: My question has to do with the
West text. I can’t say that I have read
any of my current professors’ teaching philosophies. How important is the teaching philosophy
statement in courses that we might be teaching in the future?
Malott,
K. M., Hridaya Hall, K., Sheely-Moore, A., Frell, M. M., & Caradaciotto, L.
A. (2014). Evidence-based teaching in higher education: Application to
counselor education. Counselor Education and Supervision, 53, 294-305.
doi: 10.1002/j.1558-6978.2014.00064.x
Svinicki,
M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers (14th ed.,
pp. 29-37). Belmont, CA: Wadsworth.
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Reading
Section 5
A.
As a future
counselor educator, what is the most important idea you take away from this reading
section? Try to describe this in 1-3
sentences.
B.
What is one
lingering question you have from the readings for this section? This can be over any aspect of the readings.
A. While much of the reading was about effective
testing methods, the aspect of that I found most helpful and encouraging was
the attention given to the anxiety that students experience about testing. Several options for assessment were offered,
as well as specific strategies to help students cope with their testing
anxiety. They included reducing the
weight of certain tests, offering students multiple attempts, giving test
reviews and previews, as well as teaching students basic anxiety reducing
strategies like self-talk, deep breathing, & muscle relaxation (Svinicki
& McKeachie, 2014).
B. Lingering question: What would be some ways to implement Solution
Focused Brief Therapy evaluation for Counselor Educators?
Svinicki,
M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers (14th ed.,
pp. 29-37). Belmont, CA: Wadsworth.
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association
Reading section 1B
ReplyDeleteI have wondered this myself, about how one starts the process of choosing a text book or conglomeration of reading materials for courses. In my recent experience in teaching in the Human Services program, I was not given the opportunity or responsibility to choose the text book, but was told which book the program used, as chosen by the subject matter expert. Even though this made my job easier, it does restrict the ability to update if desires. On the other hand, we are given the freedom to add supplemental materials, which I have done as I read and study the subject materials myself. According to Woodward, Elliot and Nagel (2013) one of the first things you must carefully consider when selecting reading materials is the curriculum requirements of the program. Wolfe (2005) reminds us that student learning is highly correlated with the reading materials chosen for class, so these materials must all support the learning objectives of the course individually and program overall. Through observation, I have learned that many times textbooks are supplemented with additional reading materials due to important pieces of information being missed or not covered well. Or, if text books do not hit primary learning objectives, they will be replaced the following semesters. It appears to be an on-going process that builds on itself.
Wolfe, K. (2005). Course materials—syllabus and textbooks. Journal of teaching in travel & tourism, 4(4), 55-60.
Woodward, A., Elliot, D. L., & Nagel, K. C. (2013). Textbooks in School and Society: An Annotated Bibliography & Guide to Research (Vol. 6). Routledge.
Thanks Trish! It's good to hear about your current teaching experience. As I have been teaching with Dr. Daniel this year, I've found the texts both helpful and frustrating at times. While they do meet the program's requirements as Woodward, Elliot, and Nagel (2013) point out, the supplemental material has had some significant errors. For instance, the test bank that accompanies the text has graded student quizzes incorrectly. It is difficult to empower students like Svinicki & McKeachie (2014) suggest when some of the information has been wrong. That makes me lean toward compiling my own course materials. Then, if there are mistakes, at least we know who to blame!
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ReplyDeleteAshlee, as someone who has had his fair share of failures in the classroom when dealing with difficult students, I have found that Svinicki and McKeachie’s (2014) recommended techniques work well when the instructor responds to the students’ challenges without defensiveness. Zigarovich and Myers (2011) reported that the student’s personality, their perception of the instructor, and the instructor’s response to the student’s behavior determined the magnitude of the challenge but that it was best for the instructor to be caring, relevant, and clear while avoiding verbal aggressiveness in order to avoid conflicts. However, in my experience even those qualities are not always efficacious because as Svinicki and McKeachie (2014) have pointed out not all students display the same level of cognitive, emotional, or psychological development so it becomes imperative for the instructor to display a caring attitude and competent behavior in order to defuse conflict before it happens (Zigarovich & Myers, 2011)—after my first my first year of teaching master level students I found that exhibiting both competence and caring gave me the wide latitude that I needed to teach controversial topics as well as to avoid student conflicts.
ReplyDeleteReferences
Svinicki, M. D. & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Zigarovich, K. L. & Myers, S. A. (2011). The relationship between perceived instructor communicative characteristics and college students’ conflict-handling styles. Journal of Instructional Psychology 38(1), 11-17.
Thank you Nils. I do enjoy hearing about your personal experience in teaching. I agree with Svinicki and McKeachie (2014) about having both a caring attitude and competent behavior. I also appreciate the point that you emphasize about the diversity in students' abilities to learn and to interact in the classroom. I also thought that Svinicki and McKeachie's (2014) idea that conflict can be an "aid to learning" and should not be avoided (p. 51). These authors also state that using the conflict as a homework assignment for the class might also be an effective instruction strategy. The key for me will be to keep my cool enough to remember these ideas in the midst of classroom conflict!
DeleteAshlee, you also mentioned that storytelling, enthusiasm, and creativity are welcome during lectures. As I contemplate this, I can think of experiences that both confirm and deny this. In some instances storytelling has richly enhanced the delivery of instructional material (case in point, Dr. Sibcy). In other cases, students became victims of a relentless story getting lost in an ebb & flow of irrelevant details, & a glance around the room revealed agonized expressions on students’ faces seemingly contemplating what the point of the story was. This leads me to the lingering question, “What are some strategies good story tellers use to engage their audience & make connections?” Patchen & Crawford (2011) discuss the use of storytelling & metaphors in teaching & indicate teachers should give consideration to epistemological beliefs. They refer to this as epistemological orientation & emphasize how it is important to evaluate how that influences instructional methods. They also indicate that taking time to reflect on our teaching practices can be helpful. This is consistent with what Svinicki & McKeachie (2014) advocate for, they recommend teachers take time after each class to write & reflect on their experience. Integrating metaphors or stories into reflections on teaching may lead to greater awareness. Regarding the benefits of reflecting on our teaching in metaphor, it may help teachers “tap into areas beyond their conscious recognition shedding light on the inner realities and perceptions that shape their instruction (Patchen & Crawford, 2011, p.286-287).” If I conceptualize my teaching of research to MA level students metaphorically, I may think of being a chef and cooking a gourmet meal featuring shrimp, and a range of dipping sauces that guests can select based on their preferences. However, if many guests believe that they don’t like shrimp and no matter what sauce it is served with or seasonings used, or how it is cooked- they still believe they don’t do shrimp, then this may be an indicator that they have a fixed mindset. I asked a colleague a lingering question, “How do you encourage a group of guests who believe they do not like shrimp to be open to trying it with a positive attitude (shift to a more growth mindset)?” He said, “You do not call it shrimp, you call it prawns. If you want them to like snails, you don’t tell them they’re eating snails you tell them it is ‘escargot.’ If you want them to enjoy fish eggs, you don’t tell them they’re fish eggs, but ‘caviar,’ and you wrap it in bacon.” I appreciated this metaphor and it rang true as we see marketers often successfully uses these techniques to market and sell things. I realized when I saw my students light up in research class and engage a bit more it was on a day where we watched a video interview with John Gottman discussing “The Mathematics of Love” and how he could use statistical modeling to predict with over 90% accuracy whether a relationship would end. Here statistics were wrapped in the metaphorical “bacon” of love. Certainly, the way something looks & sounds can influence our perception of it and reframing may be a powerful tool that can manifest through storytelling & metaphor. In counseling skills we have a technique that we often use called “reframing” that can help clients look at things from a new perspective (Sommers-Flanagan & Sommers-Flanagan, 2003).
ReplyDeleteReferences
Svinicki, M. D. & McKeachie, W. J. (2014). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA: Wadsworth.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2003). Clinical Interviewing. New York: Wiley.
Patchen, T. & Craford, T. (2011). From Gardeners to Tour Guides: The Epistemological Struggle Revealed in Teacher-Generated Metaphors of Teaching. Journal of Teacher Education, 62(3) 286–29. Retrieved from: http://jte.sagepub.com/content/62/3/286.full.pdf+html