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Inspirational Teaching

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The intentional act of creating conditions that can help ... Liberator. Exciter. Community-builder. Explorer. Facilitator. Philosopher. Assessor. Helper ... – PowerPoint PPT presentation

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Title: Inspirational Teaching


1
Inspirational Teaching
  • Wynne R. Waugaman, CRNA, Ph.D.
  • Associate Professor and Interim Chair
  • Department of Nursing
  • University of Southern California

2
What is teaching?
  • The intentional act of creating conditions that
    can help students learn a great deal or keep them
    from learning at all!

3
Teachers Roles
  • Mentor
  • Listener
  • Detective
  • Scholar
  • Liberator
  • Exciter
  • Community-builder
  • Explorer
  • Facilitator
  • Philosopher
  • Assessor
  • Helper
  • Encourager
  • Coach
  • Counselor
  • Advisor
  • Learner
  • Humorist

4
Students who learn are the finest fruit of
teachers who teach.
5
What inspired you to become a teacher?
  • I wanted to emulate a mentor/teacher whom I
    admired!
  • I could do a better job than those who taught me!
  • Other reasons????

6
Grad Student Teaching Interest
  • Teaching is not only for the student the teacher
    benefits from the students questions and
    perspectives.
  • Teaching helps to propagate the field!

7
Grad Student Teaching Interest
  • I will never forget how tough it is to be a
    student and will carry these memories into my
    teaching
  • The best way to know something is to be able to
    teach it.
  • Teaching motivates one to keep updated.

8
Grad Student Teaching Interest
  • Being a student has made me realize once again
    how much fun and how stimulating learning can be.
  • I would like to give back to the profession.

9
Grad Student Teaching Interest
  • Teaching helps to carry on the tradition of the
    educational process I experienced here at USC.

10
The Power of Mentors
  • To awaken a truth within us.
  • Mentoring is a mutuality between the right
    student and the right teacher.

11
Mentors and apprentices are partners in an
ancient human dance, and one of teachings great
rewards is the daily chance it gives us to get
back on the dance floor.P.J. Palmer (1998). The
courage to teach, p. 24.
12
We must enter, not evade, the tangles of teaching!
13
Sources of the Tangles of Teaching
  • The subjects comprising nursing practice are as
    large and complex as life, so our knowledge of
    them is always flawed and partial.
  • The students we teach are larger than life and
    even more complex requiring a pedagogical style
    fusing Freud and King Solomon.

14
Sources of the Tangles of Teaching
  • We teach who we are!
  • For better or worse, teaching emerges from our
    inner self.
  • Teaching holds a mirror to the soul!
  • Knowing oneself is as crucial to good teaching as
    knowing our students and our subject matter.

15
Teaching can be a fearful enterprise!
  • Fear of students, fear of faculty colleagues, and
    fear of administrators.
  • Academe offers many ways to protect ourselves
    from the live encounter (a sequence of fears
    which begins in the fear of diversity).
  • Faculty can hide behind their podiums, their
    credentials, their power, and their academic
    specialties!

16
We fear change!
17
Culture of Disconnection
  • Undermines teaching and makes learning be driven
    partly by fear.
  • Our Western commitment to think in polarities is
    a thought form that elevates disconnection into
    an intellectual virtue.

18
The Student from Hell!
  • Disconnection occurs when the students fear
    shuts down the capacity for connectedness.
  • Describe a student who fits this description!

19
The Results of Disconnection
20
Broken Paradoxes of Education
  • We separate theory from practice. Result
    theories that have little to do with life and
    practice that is uninformed by understanding.
  • We separate teaching from learning. Result
    teachers who talk but do not listen and students
    who listen but do not talk.

21
Good teaching cannot be reduced to technique
good teaching comes from the identity and
integrity of the teacher.P.J. Palmer (1998). The
courage to teach, p. 10.
22
The Good News
  • We no longer need suffer the boredom felt when
    teaching is approached as a question of how to
    do it.
  • We no longer have to suffer the pain of having
    our particular teaching style forced into the
    current teaching method du jour (e.g. Web
    courses, Power Point Presentations, etc.)

23
The Bad News
  • If we want to grow as teachers, we must risk
    doing something alien to the academic culture
    we must talk to each other about our self, our
    identity, our inner lives.
  • We must experiment, stay open to new ideas rather
    than protect ourselves behind the old and
    familiar.

24
Teaching Qualities Valued
  • Openness and genuine caring for all.
  • Unequivocal fairness.
  • One who is not afraid to say when they do not
    know the answer.
  • Organized and prepared.
  • Subject expert.

25
Teaching Qualities Valued
  • Consistency and patience.
  • The ability to trust the student and give up
    control.
  • Approachability.
  • Open to discussion.
  • Sense of humor.

26
Teaching Qualities Valued
  • Enthusiasm and joy for the subject matter.
  • Take an extremely difficult concept and simplify
    it with examples, drawings, etc.
  • Always questioning authority should not
    intimidate.

27
Teaching Qualities Valued
  • Willing to teach clinically without giving the
    student the sense of burden of having a
    student.
  • Faculty are only as good as the weakest link.
    Teach us to be the best.

28
Characteristics of Good Teachers
  • A strong sense of personal identity infuses their
    work.
  • Encouragement
  • Enthusiasm
  • Confidence
  • Good listener
  • Sharing personal experiences, especially clinical
    examples

29
Incorporating real-life experiences into
academic learning
  • Clinical practicum experiences
  • Professional/organizational experiences
  • Community experiences
  • Others??

30
Characteristics of Good Teachers
  • Possess a capacity for connectedness they weave
    a complex web of connections among themselves,
    their subject, and their students enabling the
    students to weave their own fabric from what
    theyve received.
  • Keep their hearts open to their students even in
    difficult times.

31
Teaching that Inspires/Motivates
  • Positive reinforcement builds confidence.
  • The enthusiasm of the instructor and the
    applicability of information.

32
Teaching that Inspires/Motivates
  • Sharing their own personal experiences during
    their time as a RN or student which reveals
    humanism.
  • Seeing our alumni as teachers and knowing they
    are still thirsting for professional knowledge.

33
Teaching that Inspires/Motivates
  • When the clinical instructor demands student
    responsibility and/or accountability in the
    clinical setting.
  • Involving the class in discussion and problem
    solving

34
Sex up Your Teaching
  • Encourage creativity
  • Encourage the search for more than one right
    answer
  • Ask questions that solicit plural answers
  • Encourage dialogue
  • Ask what if questions
  • Get in touch with the art of nursing

35
Artist vs. Judge
  • Encourage students to have their artist do its
    job before bringing in their judge.

36
Sex up Your Teaching
  • Encourage creativity
  • Encourage the search for more than one right
    answer
  • Ask questions that solicit plural answers
  • Encourage dialogue
  • Ask what if questions
  • Get in touch with the art of nursing

37
If you give students conflicting
interpretations, they get to use their big,
bright brainsHave faith in the students
ability to think W. Bateman, (1990), Open to
question The art of teaching and learning by
inquiry, p.10.
38
Sex up Your Teaching
  • Encourage creativity
  • Encourage the search for more than one
    right answer
  • Ask questions that solicit plural answers
  • Encourage dialogue
  • Ask what if questions
  • Get in touch with the art of nursing

39
Vignettes Clinical or didactic experiences
where a teacher had a significant impact upon you
as the student.They can be negative or positive.
40
Inspirational teaching requires the teacher to
bring his/her gifts to the classroom or clinical
setting!
41
A Teachers Gifts
  • A capacity to combine structure with flexibility
    in both planning and leading each class or
    clinical experience.
  • A thorough knowledge of the material and a
    commitment to facilitating mastery among students.

42
A Teachers Gifts
  • Make curricular decisions that are guided by the
    goal of student mastery and achievement rather
    than an effort to cover the content.
  • A desire to help students build a bridge between
    the academic text and their own lives by
    providing a strategic approach.

43
A Teachers Gifts
  • Set the tone which explicitly and
    self-consciously stresses values of unanxious
    expectation (I wont threaten you but I expect
    much of you.), of trust (unless abused), and of
    decency (the values of fairness, generosity and
    tolerance).

44
A Teachers Gifts
  • An ability to personalize teaching and learning
    to the maximum it is feasible.
  • A respect for my students stories that is no
    more or less than my respect for the scholarly
    readings I assign them.

45
A Teachers Gifts
  • An aptitude for asking good questions and
    listening carefully to my students responses,
    not only to what they say, but also to what they
    leave unsaid.
  • An ability to see my students lives more clearly
    than they see themselves, a capacity to help them
    look beyond the surface and see themselves more
    deeply.

46
A Teachers Gifts
  • The ability to coach to provoke student
    self-learning.
  • A willingness to take risks, especially the risk
    of inviting open dialogue, though where it may
    take us is unknown.

47
Giving Back to the Profession
  • Try to be the kind of teacher who is
    knowledgeable, enthusiastic, confident, prepared,
    and collegial.
  • Serving as a motivated clinical preceptor or
    instructor.

48
Giving Back to the Profession
  • Volunteer my services in the clinical or didactic
    area, wherever I am needed.
  • Attempting to be the best educator and thus leave
    a lasting impression on the students.

49
Giving Back to the Profession
  • Carry on the tradition of advanced students
    giving topical reviews on the weekends, offer a
    workshop to help better prepare students for
    clinical.
  • Be a professional role model.

50
Giving Back to the Profession
  • Be actively involved in the professional
    organization to ensure the future is bright for
    my peers and successors.
  • Sponsor students to professional events.
  • Share knowledge with others.

51
One who learns in order to teach will be granted
the opportunity both to learn and teach. One who
learns in order to do will be granted not only
the opportunity to learn and teach, but also the
opportunity to do and be fulfilled. Rabbi
Ishmael, Pirke Avot, IV6
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