Slowing down and being prepared. I tend to speak fast normally, so I know I need to slow down in front of students but do not always do it. It's OK to make mistakes just laugh at yourself and note what to do to fix it going forward.
As a new instructor, making mistake of materials can be quite the challenge. According to the materials explained in the module, it's perfectly ok not to be perfect. Clarify errors and continue forward, acknowledging that no one is perfect and everyone can learn from their mistakes.
Instructors always make mistakes. How to respond to those shows the experience, expertise, and knowledge of the instructor.
Teachers shouldn't be so hard on themselves! We are human, admit mistakes and move on!
I personally take on too much responsibility at times and it was refreshing seeing that highlighted in this section. The most practical technique I can take from this section is taking note of the mistakes and miscues I make each semester to improve how I teach for the future.
I learned to not expect perfection on my first- time teaching. I am human and I learn what will needs to adjust in order to keep the students engaged.
Providing students with guided notes or structured outlines is important for their learning.
Ensuring that feedback is presented and put in place to create success.
Overprepare is definitely something I do alot of. Also eliminate down time. I also try not to give my students too much credit. For instance, they probably don't think I'm doing as bad of a job as I think that I am doing at times.
When I started teaching, I was told “remember that you always know more than they do”. I think that when we first start teaching, we feel like we should be able to answer every question. But the fact is, we continue to learn as we go if we are striving to be the best instructor we can be. That means that we must know how to present ourselves professionally at all times and know how to handle classroom management. If the class is unruly your outcomes may be only partially effective.
confidence come with experience
As a new instructor mistakes are going to happen - laughing at the mistake helps the class see the professor as a human.
Slowing down when speaking and giving time for questions.
It can be hard to remember the students name especially depending on the amount of interactions you may have one-on-one. I'm suggesting to myself to do better and start conversations in the beginning or on first day of introduction. I will have the student speak their name and give an interesting something about themselves.
I am not very good with names.
I have learned its very important to present yourself in a confident and competent manner as an example for students because you are oftentimes the first or only example they have for the image of the profession.
Over prepare for the first few classes to ensure that you are confident in how you present material. If you are speaking to fast make sure that you take a breath and slow down. We are human and humans make mistakes, laugh at it and use that mistake as a learning experience for the students. Be prompt in handing graded papers back so everyone knows where they stand in the class.
While human instructors often set themselves off for failure , by getting into their way of making the very best first impression of themselves to students. The fear of the unknown can prove to be very daunting if not caroused . Feelings of insecurity can be paralyzing . Remembering that we are the experts either from work experience of content matter should be enough to allay some of the jitters . Acknowledging mistakes can also alleviate some undue pressures. Students expect that we present ourselves as professionals and they pay for our expertise , they feel cheated when that is not what is delivered. Being disorganized physically can also send messages that we are mentally disorganized as well
Being prepared is best practice.
Don't talk down to students or make them feel like a failure.
Always be over prepared so students stay active.
I struggle with understanding, especially on certain subjects, that the students may not share the same passion I have for the subject. Not only do I expect them to know more than they really should, but I expect them to also have the same excitment during class or when answering a question.
