Robert Dexter

I think that motivation is key, especially when you are teaching a subject repeatedly. Instructors can become burnt out, so it is incumbent upon us to REFOCUS ourselves, and remain excited about the class and subjects. 

I like the list of verbal cues that I can refer to:

Verbal Cues

During the course you can promote an atmosphere of trust and rapport by offering some of the following

questions or comments:

1. Can you think of a situation in which this _____ (notion, formula, strategy) might apply? Might not apply?
2. That's an interesting idea, tell me more.
3. I don't know either, but that's a very interesting question. Can anyone help us try and find an answer to this question?
4. I'm not sure I understand. Can you clarify your question or can you give me an example… >>>

I really like the idea of "dont tell students something, ask them". This helps the light bulb come in in your students' mind. 

Make Students Active Participants in Learning

Students learn by doing, making, writing, designing, creating, solving, etc. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem. Adults are active learners, as opposed to youth who typically are passive learners. Active learners want to be in the flow of the learning process from the very beginning. This means that you must put the materials into "bite-size chunks" which they can understand… >>>

I enjoyed understanding the intrinsic needs of students, especially adult learners.

Intrinsic Student Needs

The first list of needs is based upon why the students enrolled in the classes in the first place. These students are enrolled in your course because they want to:

• learn a skill
• be competent in an area
• acquire another skill set
• perfect a skill
• succeed and do well
• feel involved and interact with people

From <https://www.jsou-cee.org/elc/mod/resource/view.php?id=816>

I like having a list of the types of learning styles. Most of my students are adults, so this reminds me to put myself in their shoes as I organize learning objectives. 

I like the 4 goals that students should feel before they depart the first day of class:

Here is what you want your students to have at the end of their first class meeting.

1. A sense of where they’re going and how they’ll get there.
2. A feeling that the other members of the class are not strangers.
3. An awareness that you care about their learning.
4. An expectation that the course will be both valuable and enjoyable.

From <https://www.jsou-cee.org/elc/mod/resource/view.php?id=726>

The ABCD Model is truly effective for designing a learning experience:

Instructional objectives should include four components in order to be effective for both your students and you. Take into consideration components A through D:

• A-Audience. Who are the targeted individuals? You need to have a clear understanding of the entrance knowledge and skills your students possess upon entering your course.
• B-Behavior. What is it you want the students to do? What is the balance between knowledge and skill development that is required?
• C-Condition. What are the rules for their performance? Will they work in the lab, out… >>>

My new mantra for teaching: the 5 "Cs"

• Credible - Students must be able to trust what you tell them.
• Candid - Be forthright in explaining student status, growth, etc.
• Compassionate - Show your students that you care about them.
• Committed - Show your students that you care about teaching.
• Clear - Obfuscation (confusing people) is counterproductive.

From <https://www.jsou-cee.org/elc/mod/resource/view.php?id=705>