I am always worried that I am not doing things properly. I teach culinary arts, and while I know alot, there are still some things that I as a teacher am learning. I don't want to look foolish. I will make sure to prepare better, and let the kids know that I am human and am still learning as well.
When instructors make a mistake in class, the best strategy is to use humor to diffuse it, letting students know you are also human. Most of the mistakes instructors worry about never happen. Some real mistakes include coming off as impossible to please or as believing no challenges students experience can rival their own. Another is wanting too much for students to like them. One of the most effectie strategies for this is to make note of any mistake you make in class and how you resolved it so you can ensure you don't make the same mistake in the future.
Names is a challenge especially when teaching multiple classes at multiple locations. I use ithe inability to remember as way to make sure thier badges are visitble
I really like the recommendations given here for newer instructors: Be geniune, show that you care, be organized, be humble, and most importantly, learn from mistakes.
I'm not perfect and I don't know everything. My students laugh with me when I mess up...they know I will get it right eventually.
I always have a seating chart so I can know the student's names and keep track of a students whereabouts.
As an instructor and or a new instructor you can be nervous and it can be unsettling. If you prepare yourself and take it to consideration the class needs and the dynamics of the class everything that we've learned throughout the chapters in this class you will be more at ease to teach
Rapport is needed to make good class room. Learn about the mistakes you make and work on the same so that it will not repeat.
Be prepared and when you make mistakes, own up to it and explain how you are going to correct it.
In this module we learned about instructor mistakes. I'm afraid I'll be in that category of worrying about the "what ifs" that will likely not occur. I will take the advice that was given and stay focused, have myself organized and prepared for each lesson.
one common mistake i make is that i get nervous at first and speak to fast going through the material i wanted to go over in record time. having a lay out and stopping for questions and examples is a great way to stop myself from throwing the information at my students and gradually presenting it to them.
Class management in teaching adults is composed of being prepared, organized and dedicated to the students learning.
Dana Redmond
Not letting the "what if's" lead you during the class period. Taking notes after class to help you know what is working and what is not working will help with future instruction.
being overprepared would help me, I do not feel confident enough in myself yet. Also confess to my own mistakes and do better next time.
Ive only been teaching for 2 years so still coming up with new and exciting things to do because sometimes my lesson ends and we have 30 minutes left.
I, too, find that over-preparing helps to markedly reduce any "first-day jitters". It also addresses the Bermuda Triangle issue of running out of class activities prematurely, by having back-up ideas if you do get through the planned material faster than expected.
Having years of teaching, I think I get over excited to teach at times. I like the idea of slowing down although I often go back to see if there are questions and that students are understanding the topics.
Not being prepared, knowledge and student demos
Always be operated to give a class
I have made it an important part of my instruction to learn the student's names in my class. I feel that this is very important, and it puts a smile on the student's face. It makes the student feel important. I feel that you do have to be professional at all times. One day last semester, I had a student ask me why I ironed my uniform because she never ironed hers. I explained to her about the importance of looking and being a professional.
