Instructor Competence: From Good to Great

By Ronald Stover

The instructor who demonstrates competence in the classroom is the builder of bridges between expanding and changing subject matter on one side and a wide range of personalities of people who must learn new theories, new attitudes and new skills. An instructor is successful only to the extent that he enables the students to learn what they need to know at the right time, rapidly and well. The measure of his success is the learning, which results from his instruction. This book focuses on planning, instructional execution, instructor improvement, and self-analysis. In-depth topics include: communicative skills; instructional objectives; lesson plans; lecture methods; questioning techniques; tests & measures; and training aids. The success of a school is directly related to the quality of its faculty. The information presented within "Instructor Competence: From Good to Great" is intended to guide the newly hired instructor, and those instructors with longevity, toward your organization's goal of quality.

• Language: English
• Publisher: Ronald Stover
• Release date: Jun 9, 2013
• ISBN: 9781301905324

Ronald Stover

Writing has always been my passion. Whether it be non-fiction or fiction, I enjoy creating images, for the reader, through my writing. My latest book, "Deadly Ports: Live with Honor," was a long time in the making, and my sense of accomplishment is soaring. I am currently preparing an outline for my next novel. It will be fiction and contain suspense/thriller/drama.

Book preview

INSTRUCTOR COMPETENCE:

FROM GOOD TO GREAT

By

Ronald G. Stover, PhD

SMASHWORDS EDITION

*****

PUBLISHED BY:

Ronald G. Stover, PhD on Smashwords

Instructor Competence: From Good to Great

Copyright©1999, 2010, 2013

Thank you for downloading this eBook. Although you have purchased the book, it remains the copyrighted property of the author and may not be reproduced, scanned, or distributed for any commercial or non-commercial use without permission from the author. Quotes used in reviews are the exception. No alteration of content is allowed. If you enjoyed this book, then encourage your friends to download their own copy.

Your support and respect for the property of this author is appreciated.

Although this book is a work of non-fiction, any resemblance to persons, living or dead, or places, events or locales is purely coincidental. The characters are productions of the author’s imagination and used fictitiously.

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INSTRUCTOR COMPETENCE: FROM GOOD TO GREAT

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Module I

Concept Planning

EFFECTIVE LEARNING

The competent instructor in the classroom is the builder of bridges between expanding and changing subject matter on one side and a wide range of personalities of people who must learn new theories, new attitudes and new skills.

An instructor is successful only to the extent that he enables his students to learn what they need to know at the right time, rapidly and well. The measure of his success is the learning, which results from his instruction.

Six broad qualities stand out as absolutely essential:

*Competence in the subject being taught

*Mastery of the techniques of instruction

*Resourcefulness and creativeness

*The habit of evaluation

*The desire to teach

*Ability to develop good personal relationships

An instructor should never bluff, use sarcasm, act as a comedian, complain, or be a hard guy.

An instructor should always be friendly, cooperate with students and other instructors, take part in school social activities, and compliment achievement of others. Also, use tact and consideration and maintain a good personal appearance.

An instructor should be an educated person, not just one with a number of years of schooling. The educated person is intellectually curious, thinks critically, weighs evidence dispassionately, is tolerant, temperate, balanced in judgement; he/she has the maturity, is not intellectually lazy or slovenly, and does not let his/her rational processes be at the mercy of his/her fears and prejudices. A good instructor is not one of the gang.

As an instructor, you are always being observed and sized up by your students, and this impression has a major effect on the way they will respond to you as an instructor. If they respect you and like you, your job will not only be easier, but you will turn out a better product.

INSTRUCTOR IMPROVEMENT

An instructor can improve himself/herself only by constant effort. The fact that an instructor has taught for some time does not mean that he has made significant improvement, nor does the fact that an instructor is rated superior this year, mean that he/she will be superior next year. The following are ways an instructor can improve:

*Know what makes good instruction

*Observe other instructors

*Analyze your own characteristics

*Concentrate on specific elements

*Seek help of associates

*Make constant effort to improve

TYPICAL TEACHING SITUATIONS AND PROPER TECHNIQUES USED:

Something the instructor realized he should know and that should be taught in the lesson…Offer to find out. Keep the promise.

Something of interest to an advanced student but beyond the scope of the course…Tell the student where to get the information or help him find it at the proper time.

Something for which there is no exact information…Inform the student that the facts are not known. A brief comment about work that has been done so far toward finding the facts might be given.

Something that is too advanced or complicated for the students at this time…Briefly describe the technique or process and indicate its complexity. Suggest the question be asked again in a later lesson or portion of the course. If appropriate, make a note to include it later.

THE REWARDS FOR BEING AN INSTRUCTOR

One of the most satisfying experiences a person can have is to know that they have helped someone become more competent in an organization and useful as a citizen. Through the application of your skill as an instructor, you can bring new opportunities to others.

One of the most exciting experiences an instructor can have, which is hard to imagine until it has happened to you, is to discover dormant talent in a student. To awaken his interest, to see the pleasure he gets from his new found capacities, and to participate in the development of his talent, is a reward unique to the field of teaching.

Some of the contacts you make with your students will develop into strong life-long friendships because of the mutual respect and understanding gained through working and learning together. You will enjoy the exchange of ideas that takes place among instructors on the job and you will become interested in some new things about which you have given very little thought previously. These new interests will broaden your horizons and make it easier for you to find something in common with others with whom you come in contact.

It has been said that the only way to really know anything is to try to teach it. Since this is at least partly true, you may expect to find yourself studying the things your students must learn from a new and perhaps more analytical point of view. Such study and thought will add to your knowledge of the subject and make you better informed on all phases of your work.

There will be many changes in your job and each day will be filled with problems for you to work out. These problems will be a challenge to you but it is through such experience that you will become more skillful not only in your profession but also in working with other people.

FEELINGS THAT MAKE LEARNING DIFFICULT

Fear and Worry Fear of failure

Fear of ridicule from class or instructor

Family and home problems – sickness – worry over money

Discomfort Standing too long

Eyestrain

Dirty working conditions

Dangerous tools and equipment

Poor ventilation

Poor shop-laboratory organization

Boredom Instructor talking too long at a time

Little chance to use equipment

Instructor not prepared

Training aids not used

Training methods not adjusted to the level of learning

CONDITIONS FOR EFFECTIVE LEARNING

*Motivation – the desire to learn

*Participation – making appropriate use of application of what is being learned

*Knowledge of results – timely and accurate knowledge of how well we are doing

*Reinforcement – immediate recognition or reward for good performance

HOW TO MOTIVATE STUDENTS

*Show a need

*Develop an intent to learn

*Maintain interest

*Encourage early success

*Give recognition and credit

*Avoid emotional responses that interfere with efficient learning

*Use competition

*Use rewards and punishment

KINDS OF LEARNING

A familiarity with the types of learning, their complexity and order of difficulty will aid you in the design of