i usually have abbreviations for learning, if assessing patient's extremity during head to toe
TECCT
T stands for temperature
E-edema
C-color appropriate for race
C-cap refill
T- turgor
When I am teaching students I usually share abbreviations, or ways of learning how certain informations.
Students often miss key points as they are being given. Call attention to these points by making statements such as the following:
"This is a really important point."
"Listen closely to this point because it will help you to….."
I usually tell my students...listen up "this will show up as a question in ATI so pay attention"
A word of caution. Overuse these phrases and students will start to tune them out and miss the content you are sharing. Also, after making one of the above statements, share the point and give application of it.
Connecting previous lessons to current lessons helps students understand what has been covered and how it connects to what is being taught in the present.
Creating an outline or plan of the points that will be covered in the class period helps student to know ahead of time what is going to be covered.
Floating around the room allows you to connect with students while you are teaching and check in on them to detemine their understanding or misconceptions.
It is very important to make sure that the student is able to interact with you and able to ask questions as needed. If the student is asking too many questions, you need to look back and figure out where the disconnect is.
float around the classroom to minimize distractions, teach with energy
This quote really struck me: "Maximum learning is going to occur when there is an immediate use of new acquired knowledge." I also liked many of the techniques for communicating effectively and use many of them already but could try some of the ones I don't.
The importance of connections among students and between you and your students.
Helpful informations to increase my communication skills with my students.
From this part of the lesson, I recognize some things that I am doing well and some things I could work on. For instance, I do well making eye contact because I am familiar with my students and have a good relationship with them. However, I do tend to fidget, just because of who I am as a person. I could possibly solve this by carrying around a note card, even if I do not have anything on it! It may just be helpful to have something in my hand. I also need to ensure that I am allowing wait time for my students to answer questions. I don't ever want to put them on the spot, but I've got to realize that they will also need time to think.
Instruction is much like cooking. You have to follow a recipe to ensure that you don't leave out any of the critical ingredients.
The pause after a question or important point. I had a professor who would color code his powerpoint lecture points and had a very distinct accent. He would stop and point at the important points, which were in red, "is this in red? is this important? could you see this in a test question worded like this? could you see this in a test question worded like that?" It was an accelerated course and we all passed with flying colors due to his teaching methods. You would literally hear his voice in your head while taking the exam and see the test question in a way he mentioned.
I realized that I do use a lot of these techniques already. However, I tend to roam the classroom a lot. This might be a distraction for the students. I also need to slow down and make sure the concepts presented are understood before moving on to the next concept.
Learned general awareness of positioning, floating, eye contact, voice volume from point of view of student/audience/viewers, etc.
I am surprised of the short attention spans (12-15 minutes) & memory times of humans. Students can remember only 2-3 points in 30 minutes. Students can remember better if there is a vivid example given.
I plan to pause & speak slower. I tend to speak too fast & do not pause long enough. I also plan to develop my storytelling skills.
Wow, I have a few of these negative traits that I am working on! Great suggestions and I will definitely take this module into my class. I already practice a lot of these positive methods, but will work on others!
Taking care to make eye contact with each student every day is important.
Movement and eye contact are two things that I rely most upon whenever I am teaching courses. While I don't necessarily use power points, as I find that they draw out some of the pauses in a lecture a little too long, I will always use the whiteboard as the object of focus. There, students constantly find whatever information is critical and in real time additions to the whiteboard, lecture suddenly becomes a lot more dynamic. Through eye contact, I can gauge whether or not a student is in the right direction and actually tuned into the lecture. Movement, is equally pivotal. Moving around the white board, I am able to draw attention to whatever it is I am speaking on at that moment.
Pausing for 3 to 5 seconds gives the brain an opportunity to refocus. Also, I like to hold a pen in my hand when lecturing. However, this is fidgeting and can interfere with focus.
This unit has helped me self-reflect and focus on self-awareness of my communication skills in the classroom. It is hard at times because we, as teachers, tend to run on auto-pilot and forget to check ourselves with things such as our body language or proximity in the classroom.
