Wayne Young

Lot's of things to consider, that will hopefully start coming together once I actually start teaching. This is all new to me, so I feel like I am watching a game from the stands right now rather than playing the game.

Comment on Michael Howe's post: I appreciate the comments you have made throughout this module. As a new instructor this is all new to me, so having someone with experience such as yourself make such detailed comments help identify the importance on each topic.

A lot more to asking questions than I ever realized. In my limited opportunities of speaking to, or instructing groups prior to this, I realize I failed in many of these areas. This one will be on my "go back and review" list.

Understanding the differences in the generations is a fascinating concept. It reminds me of a story my sister (who is a missionary in Uganda) told of a game of charades with some Ugandan children.  One boy had to get the others to guess the word "phone". While those in my generation would probably do something like hold their hand to their face with their thumb and pinky out, mimicking talking on a telephone, this Ugandan boy held out his open palm and with the index finger on the other hand began making swiping gestures! Quite a contrast, and it illustrates… >>>

Comment on Mel Henderson's post: I'm right there with you! Figuring out how to teach those who grew up with this stuff will be interesting.

Good tips for a new instructor such as myself to keep students motivated throughout the class, and keep them there until the end.

Good information for me to consider just starting out.

Oddly, however, I found some questions in a module about good questions to be not worded very well, such as: "Compared to good students, many instructors tend to offer poorer students:"

That to me was confusing. "According to the research presented in this class", or something like that would help, but I learned in this module to consider "poor students" (labeling students as such I see as unfortunate, but I understand the context) and allow them more time. So the question of "many instructors" is not clear. Many may not allow… >>>

All good things to consider as I am just starting out. One thing I thought of when reading a previous comment was that there are different types of thinkers, as well as different types of learners. Some people are "analytical" thinkers, meaning they consider and analyze everything before making a decision. To those people who just make snap decisions, analytical thinkers can seem incapable or unwilling to make a decision, which is far from the truth. The decisions they come up with are usually very sound and well thought out.

Identifying analytical thinkers will be another thing I will be… >>>

Comment on ANTONIO ALEMAN ARTILES's post: I am no expert, new to instructing, but one thing I learned in this module is to use open ended questions as follow ups to closed questions. They took the bait answering the closed question, then set the hook with a follow up, like why or how. No idea if that would work in the environment you are talking about though. 

Comment on Roberta Pennington's post: While I understand what you mean, I think categorizing students who don't respond right away as slow learners can have a negative effect. I learned in personality testing that some people are naturally analytical thinkers, and they naturally take more time to consider everything before making a response. They can be frustrating to those who normally making snap decisions, but they have a process, and it should be valued. I never thought about applying that in an instructor position until I saw your comment, just something more for me to be aware of in… >>>