On The Fly

Half Dome photo by: Patrick Ball It’s a disarming thought, always do what you say you’ll do—simple yet profound. It’s another way to show the world your commitment to integrity. More importantly, it’s how you demonstrate your dedication to your professionalism. As Socrates said, “Know thyself.” In a classroom environment, doing what you say you’ll do becomes paramount in the students’ minds. It can be as simple as this: You’re reviewing the equipment, books and tools each student receives for your class. The student who lives to challenge you says, “The pencil in my packet is broken.” Without giving it much of a thought, you say, “We’ll get you a new one during the break.” Well, it better be a new one, and you better get it before or during the break. If you get busy with other issues that arise and forget to replace the pencil, not only have you ruined your reputation with that student, but he or she will spread the word that you don’t keep your promises. Today’s Tip:

Let’s face it. You’re the expert in your field. You know your subject matter inside out. Whether you’ve taught for a number of years or just beginning, how many times will you present the same material? Many of you could present the information in your sleep and sometimes probably feel like you do. How did you become the master of your subject? By teaching it to someone else, over and over again, of course. If you want your students to master what they’ve learned from you, they need to do the same. Let them practice teaching it to someone else. Sharon Bowman, M.A. has a terrific tip you might like to try: Terrific Teachers Have your students pick a partner and ask them to teach the other person one skill they just learned. One person explains the skill and demonstrates it, and has the other partner practice it. Then they reverse roles and repeat the process with another skill. Give it a try. Start a lab session or break up a lengthy lab session after a break with

Grade School Smithfield, Illinois You’ve just finished one of your best presentations yet and you triumphantly close with, “Are there any questions?” What’s the usual response? That’s what I thought — nothing. You’re looking at blank faces and vacant stares! Questions are your best teaching tool. Timely questions from your audience can “turn the light on” for a struggling student. So you say, “No questions? OK, let’s move on to the next subject.” You know this question is a sure way to silence a group, is this your intention? If not, try the following: Say to the group, “You have 30 seconds to turn to your neighbor and tell that person one question you still have about what you just learned.” Wait 30 seconds then say, “Would one or two of you share with the whole group the question your partner asked?” Or give it a twist: Instead of having your students come up with questions, write a question for all to see about what you just presented and have them pair up and

Attendance problems, late assignments, whispering with others in class, “You can’t imagine how demanding this group is. My students are such a problem, they make this class intolerable.”  Have you ever caught yourself sharing the misery of your “difficult students” with other instructors on break, or before and after class? If so take the following challenge: The next time you talk about a student with anyone else make it something constructive and positive. Then as you walk away from the conversation pat yourself on the back and consider how good it feels to build up others instead of tearing them down. I’m convinced when you treat people exactly like you see them you get the results you expect.  It’s like mining for diamonds, you move tons and tons of dirt to find a single gem diamond – but you don’t go into the mine looking for dirt — you go in looking for the gems. According to Earl Nightingale; “Our environment, the world in which we live and work, is a mirror o