Inspirational Teaching

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Inspirational Teaching. Wynne R. Waugaman, CRNA, Ph.D. Associate Professor and Interim Chair Department of Nursing University of Southern California. What is teaching?. The intentional act of creating conditions that can help students learn a great deal or keep them from learning at all!. - PowerPoint PPT Presentation

Text of Inspirational Teaching

  • Inspirational TeachingWynne R. Waugaman, CRNA, Ph.D.Associate Professor and Interim ChairDepartment of NursingUniversity of Southern California

  • What is teaching?The intentional act of creating conditions that can help students learn a great deal or keep them from learning at all!

  • Teachers RolesMentorListenerDetectiveScholarLiberatorExciterCommunity-builderExplorerFacilitatorPhilosopherAssessorHelperEncouragerCoachCounselorAdvisorLearnerHumorist

  • Students who learn are the finest fruit of teachers who teach.

  • What inspired you to become a teacher?

    I wanted to emulate a mentor/teacher whom I admired!I could do a better job than those who taught me!Other reasons????

  • Grad Student Teaching InterestTeaching is not only for the student; the teacher benefits from the students questions and perspectives.Teaching helps to propagate the field!

  • Grad Student Teaching InterestI will never forget how tough it is to be a student and will carry these memories into my teachingThe best way to know something is to be able to teach it.Teaching motivates one to keep updated.

  • Grad Student Teaching InterestBeing a student has made me realize once again how much fun and how stimulating learning can be.I would like to give back to the profession.

  • Grad Student Teaching Interest

    Teaching helps to carry on the tradition of the educational process I experienced here at USC.

  • The Power of MentorsTo awaken a truth within us.Mentoring is a mutuality between the right student and the right teacher.

  • Mentors and apprentices are partners in an ancient human dance, and one of teachings great rewards is the daily chance it gives us to get back on the dance floor.P.J. Palmer (1998). The courage to teach, p. 24.

  • We must enter, not evade, the tangles of teaching!

  • Sources of the Tangles of TeachingThe subjects comprising nursing practice are as large and complex as life, so our knowledge of them is always flawed and partial.The students we teach are larger than life and even more complex requiring a pedagogical style fusing Freud and King Solomon.

  • Sources of the Tangles of Teaching

    We teach who we are!For better or worse, teaching emerges from our inner self.Teaching holds a mirror to the soul!Knowing oneself is as crucial to good teaching as knowing our students and our subject matter.

  • Teaching can be a fearful enterprise!Fear of students, fear of faculty colleagues, and fear of administrators.Academe offers many ways to protect ourselves from the live encounter (a sequence of fears which begins in the fear of diversity).Faculty can hide behind their podiums, their credentials, their power, and their academic specialties!

  • We fear change!

  • Culture of DisconnectionUndermines teaching and makes learning be driven partly by fear.Our Western commitment to think in polarities is a thought form that elevates disconnection into an intellectual virtue.

  • The Student from Hell!Disconnection occurs when the students fear shuts down the capacity for connectedness.Describe a student who fits this description!

  • The Results of Disconnection

  • Broken Paradoxes of EducationWe separate theory from practice. Result: theories that have little to do with life and practice that is uninformed by understanding.We separate teaching from learning. Result: teachers who talk but do not listen and students who listen but do not talk.

  • Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.P.J. Palmer (1998). The courage to teach, p. 10.

  • The Good NewsWe no longer need suffer the boredom felt when teaching is approached as a question of how to do it.We no longer have to suffer the pain of having our particular teaching style forced into the current teaching method du jour (e.g. Web courses, Power Point Presentations, etc.)

  • The Bad NewsIf we want to grow as teachers, we must risk doing something alien to the academic culture: we must talk to each other about our self, our identity, our inner lives.We must experiment, stay open to new ideas rather than protect ourselves behind the old and familiar.

  • Teaching Qualities Valued Openness and genuine caring for all.Unequivocal fairness.One who is not afraid to say when they do not know the answer.Organized and prepared.Subject expert.

  • Teaching Qualities ValuedConsistency and patience.The ability to trust the student and give up control.Approachability.Open to discussion.Sense of humor.

  • Teaching Qualities ValuedEnthusiasm and joy for the subject matter.Take an extremely difficult concept and simplify it with examples, drawings, etc.Always questioning authority should not intimidate.

  • Teaching Qualities ValuedWilling to teach clinically without giving the student the sense of burden of having a student.Faculty are only as good as the weakest link. Teach us to be the best.

  • Characteristics of Good TeachersA strong sense of personal identity infuses their work.EncouragementEnthusiasmConfidenceGood listenerSharing personal experiences, especially clinical examples

  • Incorporating real-life experiences into academic learning

    Clinical practicum experiencesProfessional/organizational experiencesCommunity experiencesOthers??

  • Characteristics of Good TeachersPossess a capacity for connectedness: they weave a complex web of connections among themselves, their subject, and their students enabling the students to weave their own fabric from what theyve received.Keep their hearts open to their students even in difficult times.

  • Teaching that Inspires/MotivatesPositive reinforcement builds confidence.The enthusiasm of the instructor and the applicability of information.

  • Teaching that Inspires/MotivatesSharing their own personal experiences during their time as a RN or student which reveals humanism.Seeing our alumni as teachers and knowing they are still thirsting for professional knowledge.

  • Teaching that Inspires/MotivatesWhen the clinical instructor demands student responsibility and/or accountability in the clinical setting.Involving the class in discussion and problem solving

  • Sex up Your TeachingEncourage creativityEncourage the search for more than one right answerAsk questions that solicit plural answersEncourage dialogueAsk what if questionsGet in touch with the art of nursing

  • Artist vs. JudgeEncourage students to have their artist do its job before bringing in their judge.

  • Sex up Your TeachingEncourage creativityEncourage the search for more than one right answerAsk questions that solicit plural answersEncourage dialogueAsk what if questionsGet in touch with the art of nursing

  • If you give students conflicting interpretations, they get to use their big, bright brainsHave faith in the students ability to thinkW. Bateman, (1990), Open to question: The art of teaching and learning by inquiry, p.10.

  • Sex up Your TeachingEncourage creativityEncourage the search for more than one right answerAsk questions that solicit plural answersEncourage dialogueAsk what if questionsGet in touch with the art of nursing

  • Vignettes: Clinical or didactic experiences where a teacher had a significant impact upon you as the student.They can be negative or positive.

  • Inspirational teaching requires the teacher to bring his/her gifts to the classroom or clinical setting!

  • A Teachers GiftsA capacity to combine structure with flexibility in both planning and leading each class or clinical experience.A thorough knowledge of the material and a commitment to facilitating mastery among students.

  • A Teachers GiftsMake curricular decisions that are guided by the goal of student mastery and achievement rather than an effort to cover the content.A desire to help students build a bridge between the academic text and their own lives by providing a strategic approach.

  • A Teachers GiftsSet the tone which explicitly and self-consciously stresses values of unanxious expectation (I wont threaten you but I expect much of you.), of trust (unless abused), and of decency (the values of fairness, generosity and tolerance).

  • A Teachers GiftsAn ability to personalize teaching and learning to the maximum it is feasible. A respect for my students stories that is no more or less than my respect for the scholarly readings I assign them.

  • A Teachers GiftsAn aptitude for asking good questions and listening carefully to my students responses, not only to what they say, but also to what they leave unsaid.An ability to see my students lives more clearly than they see themselves, a capacity to help them look beyond the surface and see themselves more deeply.

  • A Teachers GiftsThe ability to coach to provoke student self-learning.A willingness to take risks, especially the risk of inviting open dialogue, though where it may take us is unknown.

  • Giving Back to the ProfessionTry to be the kind of teacher who is knowledgeable, enthusiastic, confident, prepared, and collegial.Serving as a motivated clinical preceptor or instructor.

  • Giving Back to the ProfessionVolunteer my services in the clinical or didactic area, wherever I am needed.Attempting to be the best educator and thus leave a lasting impression on the students.

  • Giving Back to the ProfessionCarry on the tradition of advanced students giving topical reviews on the weekends, offer a workshop to help better prepare students for