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Rhonda Berger District Reprint
from: College Training and
Development's Online Newsletter - November 2005 Teaching
For Success Teaching for Success is an online newsletter
available to MDC faculty and staff that features teaching and learning
improvements through Practical, SuperIdeas, Easy-to-apply QuickTips,
Five-Star Instructor Interviews, Trial Balloons, and Comprehensive Success Strategies.
(This publication
is available from within the College only.) In addition to feature
articles, faculty from around the country contributes teaching tips and
ideas. Since CT&D has subscribed to this publication for several years,
there is an extensive library of past publications available. See TFS Index. This month, be sure to check out the Five-Star
Instructor Interview featuring our very own René C. Izquierdo, Kendall Campus
ESL/Foreign Language Professor, who was interviewed recently for the
Five-Star feature for the October issue. ~~~~~~~~~~~~~~~~~~~~~~~~~ Below is a reprint of the
entire article, which was published during the months of August, September
and October.
Jack H. Shrawder TFS Publisher Five-Star Instructor Interview
·
What are the toughest teaching and
learning challenges you face? Increasingly, students come to my classes lacking the most rudimentary principles of
grammar. Furthermore, my evening students, most of whom work and raise
families while they study, lack the necessary time to study and do their homework. ·
What are some of the solutions you have
found that help you successfully meet these challenges? I have remedied this situation by incorporating
the use of WebCT, a computer-based classroom program, in all my classes.
Since learning languages requires time and practice, WebCT has contributed
greatly to the success of my teaching and to the learning of my students.
With WebCT, my students are able to practice and study at their own
pace, in their own time, from their homes or places of work. ·
What is your teaching and learning
success philosophy? Or, what attitudes and skills are crucial for success as
an instructor in higher education today? The ideal teaching and learning
setting is one in which an experienced instructor imparts knowledge to a
group of students who are eager to learn and are at nearly the same
educational level. Instructors, however, seldom come
across this utopian classroom setting. Foreign languages in Florida
colleges are a basic degree requirement and, therefore, many of the students
who register in my Spanish courses do it merely to fulfill this obligation.
Another group of students, however, is motivated to master the language in
order to communicate with in-laws or to advance to higher job positions. Furthermore,
the innate ability of each student to learn the arts of a foreign language
runs the gamut of talent. Assessing the situation from the
beginning is crucial. But, how can one assess this heterogeneous group
of students that rushes into your classroom? Well, my students come in
several distinctive groups: bright students who may or may not be eager to
learn; disadvantaged students who may intend to strive, but who have
difficulty grasping the most basic of concepts; and others who lack the
necessary background skills to succeed in the class. Obviously, it is
difficult even for an extraordinary teacher to impart knowledge successfully
to such a blended array of students sharing the same classroom. This is
the dilemma that many teachers face today; this is the quandary of modern
pedagogy. [His solution appears in the September
issue.] Teaching For Success Idea Monthly—Full
Expression - September 2005 Faor Faor Faor Faor Faor Faor
Interview ·
What is your teaching and learning
success philosophy? [Continuing the interview from the
August 2005 issue where Dr. Izquierdo explains that...] "it’s difficult even for an
extraordinary teacher to impart knowledge successfully to such a blended
array [referring to the academic skill and preparation levels] of students
sharing the same classroom. This is what I do. From day one, I
approach my classes with enthusiasm and with a sense of humor. I know beforehand
that I am in that class to impart knowledge to a diverse group of students
who have different needs, skills, and goals. I assess their needs and
their skills as a group, and also as individuals: this is every teacher’s
challenge. I try to instill new lifetime goals to those who are
receptive: this is my own particular challenge. I try to see each of my students as an
individual. I show respect for everyone. In the case of the
subjects I teach, Spanish and ESL, I remind my students of the benefits
beyond the class, the impact that the subject they are studying can have in
their lives. For ESL students in the U.S., it is simply a matter of
survival. For the student of Spanish in Florida, it can make the
difference when applying for that special job. In order to carry out the teaching and
learning mission entrusted to me, I have managed to create a learning
environment based on nurturing, sustained by a relaxed atmosphere, and guided
by discipline. I am friendly to my students and take interest
in their total academic development, paying attention to personal problems
that may hinder their achievement in class. When students are falling
behind or miss class, I find out what problems they are facing, and advise
them accordingly. Finally, I reward my students by
publishing their best compositions and photos on our departmental website. To be continued in the October issue ·
How do you use technology to enhance
teaching and learning? With the aid of WebCT, I have managed
to boost student learning outside the classroom, while freeing class time for
the development of speech and listening-comprehension skills. Through
the use of WebCT, I have increased my in-class teaching time by approximately
15 to 20 hours in each course. Frequent Feedback and Performance
Measurement I quiz and test frequently with WebCT,
and my students are required to complete assignments online. Assignments
are released selectively: upon successful completion of the first
assignment, the computer automatically opens up the next one. I have also created online web support
for each course I teach. This support includes grammar explanations and
practice sheets for every lesson, handouts, syllabi, office hours, progress sheets,
web resources, and instructions for compositions and oral presentations. I have spearheaded the use of
computer-based testing in my department because I believe that teaching
computer skills is essential, not only in the field of languages, but across
all disciplines. Technological Literacy All institutions of higher learning
need to enhance the technological skills of their students, and prepare them
for a job market that takes such skills for granted. Collaboration is Key In all projects related to technology,
I have been very fortunate to count on the support, encouragement and
training of Judith García, chairperson of ESL & Foreign Languages for the
Kendall Campus of Miami Dade College. Ms. García is committed to
delivering the finest education available today to our students and has
afforded the latest in educational technology. Her efforts are a
constant source of inspiration to her faculty. ·
What is the most helpful teaching
advice you have ever received? My best advice came from visits to
other colleagues’ classes. I’ve adopted teaching strategies that I
consider successful, and I’ve incorporated in my classes, for example, oral
presentations and compositions. These techniques contribute
significantly to further develop student proficiency in oral, aural, and
written skills. ·
Do you have any suggestions on how
instructors can improve retention? I see retention in two ways:
preventing students from dropping a course and making sure they continue
their studies next term. Prevention How do I prevent students from
dropping the course they are currently taking with me? It’s easy. I insist
students should never drop a course without talking to their instructor
first. Many times, you can find a work-around solution to the problems
your students face. Another key principle is being
flexible with my own rules. For example, even when I make it clear at
the beginning of the semester that, as a policy, I do not give make-up exams,
I am always willing to be flexible if it means I can retain the
student. (Students are required to furnish proof of the problem that
prevented them from attending the test.) Continuation To further increase enrollment and
retention, I have a lab assistant pre-register my students for the next sequential
level. I stress to students the convenience of being registered
automatically and, since the same book is used for multiple levels, I
emphasize the advantage of not incurring additional text expenses. The
results are very encouraging, and it’s a great retention strategy. ·
What are some of the best assignments
you have given in terms of student interest, participation, and achievement
of learning outcomes? I would say oral presentations at the
end of the semester. These presentations create a sense of community
among students since they have to work together, outside of class, in order
to write and rehearse their oral presentations. I also take my Spanish
classes to a Spanish restaurant at the end of each term. This activity
affords students a fun, first-hand cultural experience. As students order food and talk to
waiters in the language they are learning, they come to realize the relevance
and purpose of their studies. |
