Classroom Performance: Course Classroom Performance: Course

& Instructor Evaluation& Instructor Evaluation

Blue Cliff College-Shreveport Blue Cliff College-Shreveport Campus In-Service:Campus In-Service:

Jeffery Kitchen B.S. Ed, LMTJeffery Kitchen B.S. Ed, LMT

Today’s ObjectivesToday’s Objectives

• Understanding the purpose of Understanding the purpose of Course/Instructor Evaluation form.Course/Instructor Evaluation form.

• How are results assessed.How are results assessed.

• Who evaluates our performance.Who evaluates our performance.

• Sharing successes and challenges.Sharing successes and challenges.

• Improving our instructional methods.Improving our instructional methods.

• How to maintain our sanity.How to maintain our sanity.

The First ClassThe First Class

• Begin by setting the tone you would Begin by setting the tone you would like to maintain during the quarter-like to maintain during the quarter-establish your guidelines, policies establish your guidelines, policies and expectations during the first and expectations during the first class.class.

• Be in class to greet students as they Be in class to greet students as they arrive.arrive.

• Be yourself…a wonderful, intelligent Be yourself…a wonderful, intelligent and passionate professional.and passionate professional.

• Take care of administrative duties.Take care of administrative duties.

• Review course syllabus, classroom Review course syllabus, classroom policies and student/instructor policies and student/instructor expectations.expectations.

• Review grading policy, attendance, Review grading policy, attendance, participation and testing criteria. participation and testing criteria.

Building Rapport & Maintaining Building Rapport & Maintaining BoundariesBoundaries

• Being personable and professional.Being personable and professional.• Facilitating the highest level of Facilitating the highest level of

learning.learning.• Instructors function in multiple roles: Instructors function in multiple roles:

teacher, role model, mentor, academic teacher, role model, mentor, academic advisor, coach, mediator and advisor, coach, mediator and encouraging elder.encouraging elder.

• Confidence, ability, leadership and an Confidence, ability, leadership and an attitude of genuine caring. attitude of genuine caring.

Clearly define objectives for each Clearly define objectives for each class class

• Identify the focus of class session in Identify the focus of class session in writing.writing.

• Follow this outlined focus. Provide Follow this outlined focus. Provide consistency and order to class consistency and order to class expectations.expectations.

• Keep your focus and complete your Keep your focus and complete your objectives for each class session.objectives for each class session.

Restate: Helping to maintain the Restate: Helping to maintain the focus focus

• Written objectives of what will be Written objectives of what will be taught.taught.

• Teach the material following Teach the material following objectives.objectives.

• Restate what has been taught.Restate what has been taught.

• Elaborate…reword…recap.Elaborate…reword…recap.

• Use open ended questions to assess Use open ended questions to assess students comprehension. students comprehension.

Introduction of materials/conceptsIntroduction of materials/concepts

• Introduce new materials or concepts Introduce new materials or concepts clearly.clearly.

• Review previous class lesson highlights Review previous class lesson highlights to tie in with new materials or concepts.to tie in with new materials or concepts.

• Engage the student by identifying Engage the student by identifying “What’s in it for me?”, “Why is this “What’s in it for me?”, “Why is this information important?”, “How will I use information important?”, “How will I use this information in the real world?” this information in the real world?”

Lesson preparationLesson preparation

• Your level of confidence is directly related Your level of confidence is directly related to your level of preparation and knowledge to your level of preparation and knowledge base.base.

• Be ready to begin lesson on time and be Be ready to begin lesson on time and be ready for questions, comments and to ready for questions, comments and to provide clarification.provide clarification.

• Model professionalism and confidence. If Model professionalism and confidence. If we are lost or disorganized we can’t we are lost or disorganized we can’t expect students to take us seriously. expect students to take us seriously.

KnowledgeKnowledge

• Students know when we are “bs-ing” them. Students know when we are “bs-ing” them. It is OKAY not to know something…turn this It is OKAY not to know something…turn this into a learning experience. Model and direct into a learning experience. Model and direct students how to find answers to life’s students how to find answers to life’s questions.questions.

• Our “Real Life” experiences in our Our “Real Life” experiences in our professions are invaluable…the great gift we professions are invaluable…the great gift we can offer students is to show them how can offer students is to show them how material taught has application in their “Real material taught has application in their “Real Life” future. Life” future.

Lesson planningLesson planning

• There needs to be a plan. “Winging There needs to be a plan. “Winging it” shows lack of respect for the it” shows lack of respect for the student and the profession.student and the profession.

• Instruction must have a purpose, Instruction must have a purpose, order, flow and application to order, flow and application to enhance the learning process and enhance the learning process and engage the student.engage the student.

• A plan should include activities and A plan should include activities and reinforcing materials.reinforcing materials.

Course syllabusCourse syllabus

• Should include clear, unambiguous and Should include clear, unambiguous and objective/measurable expectations.objective/measurable expectations.

• Students have the right to know what is Students have the right to know what is expected of them. Students have the right expected of them. Students have the right to know what they can expect from us.to know what they can expect from us.

• Academic freedom! The ART of teaching is Academic freedom! The ART of teaching is what makes learning exciting. Dance, what makes learning exciting. Dance, draw, take walks, role play, see things in a draw, take walks, role play, see things in a whole new way.whole new way.

Using humorUsing humor

• Be aware of what you say and how Be aware of what you say and how you say it.you say it.

• Humor is an important teaching tool. Humor is an important teaching tool. Never degrade or shame.Never degrade or shame.

• Remember some students have little Remember some students have little experience with humor that is not experience with humor that is not aggressive or negative.aggressive or negative.

Eye contactEye contact

• Establish connection between you and the Establish connection between you and the students.students.

• Understand that we have different levels Understand that we have different levels of comfort with eye contact. of comfort with eye contact.

• Constantly be aware of what is going on in Constantly be aware of what is going on in the classroom. Are students paying the classroom. Are students paying attention? bored? confused? distracted? attention? bored? confused? distracted? disinterested? reluctant to ask the disinterested? reluctant to ask the question?question?

We are all individualsWe are all individuals

• We cannot build relationships with We cannot build relationships with people we do not know.people we do not know.

• Use questioning to build understanding, Use questioning to build understanding, show interest and promote interaction.show interest and promote interaction.

• Expect to be questioned yourself.Expect to be questioned yourself.• Remember to maintain professional Remember to maintain professional

boundaries)boundaries)• If we care or don’t care…students know. If we care or don’t care…students know.

Engaging the class: questioningEngaging the class: questioning

• Questions generate interactions, Questions generate interactions, interest and critical thinking.interest and critical thinking.

• Use names.Use names.

• Constantly assess the student’s level Constantly assess the student’s level of understanding.of understanding.

• All students must be actively All students must be actively engaged and challenged. engaged and challenged.

• The one who asks the questions The one who asks the questions directs the course of the directs the course of the conversation.conversation.

• Students may be reluctant to raise Students may be reluctant to raise their hand if they have a question.their hand if they have a question.

• Understand student’s non verbal Understand student’s non verbal questioning behaviors. questioning behaviors.

• Lack of information and feedback Lack of information and feedback causes anxiety with students. We all causes anxiety with students. We all know the “sighs” and the “signs”.know the “sighs” and the “signs”.

Value of materials and lessonValue of materials and lesson

• ““What are we doing?”What are we doing?”

• ““Why are we doing it?”Why are we doing it?”

• ““What does it mean?”What does it mean?”

• Show relevance to the student’s Show relevance to the student’s career path-”what’s in it for me?”career path-”what’s in it for me?”

• How can the student apply this in a How can the student apply this in a “real World” situation?“real World” situation?

Enhance the experienceEnhance the experience

• Learning is perceived through ALL Learning is perceived through ALL the senses: visual, auditory, the senses: visual, auditory, kinesthetic and movement activities kinesthetic and movement activities reinforce the lesson.reinforce the lesson.

• Handouts, demonstrations, team Handouts, demonstrations, team activities, guest speakers, field trips, activities, guest speakers, field trips, power point presentations, “Real power point presentations, “Real Life” storytelling, etc.Life” storytelling, etc.

EncouragementEncouragement

• Positive reinforcement propels the Positive reinforcement propels the learning experience.learning experience.

• Build self-esteem through errorless Build self-esteem through errorless learning and opportunities to have learning and opportunities to have each student “get it right”.each student “get it right”.

• A kind word, smile or pat on the A kind word, smile or pat on the back…”atta boy” goes a long way! back…”atta boy” goes a long way! (for Instructors too!!) (for Instructors too!!)

Rules are rulesRules are rules

• Rules are everywhere.Rules are everywhere.• We teach more than just technical and We teach more than just technical and

academic skills. We teach life skills.academic skills. We teach life skills.• Professionalism is critical to any Professionalism is critical to any

profession. We model this behavior.profession. We model this behavior.• Rules are to be questioned…understood Rules are to be questioned…understood

and either complied with or not. There and either complied with or not. There are consequences to each choice.are consequences to each choice.

Let’s talk!Let’s talk!

• What are your experiences?What are your experiences?

• Ideas?Ideas?

• Fears and frustrations?Fears and frustrations?

• Suggestions?Suggestions?