Teach With Style , livre ebook

Association for Talent Development - Lynn Hodges , Jim Teeters

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76 pages

English

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Description

The best facilitation techniques harness the unique strengths of individual instructors, while incorporating what the learners need to succeed. Classroom facilitators Jim Teeters and Lynn Hodges draw on more than 70 combined years of experience to share their unique and accessible approach to teaching adults. The Teach With Stylemethodology is a dynamic model built around four "instructor styles," each supported by strategies and tactics that you can use in the classroom. This book will help you improve certain facilitation techniques and skills while enhancing your natural strengths, for a balanced, fresh approach to adult instruction that will accelerate your students' learning.

Takeaways from this book:

The dynamic model is built around four instructor styles.

Includes more than 120 take-and-use learning tactics, plus a sample workshop.

Will help you teach better no matter the setting or your experience level.

Sujets

Efficacité professionnelle

Efficacité

Business

Economics

Training

Employabilité, métiers et formations

Informations

Publié par	Association for Talent Development
Date de parution	12 juillet 2013
Nombre de lectures	1
EAN13	9781607285496
Langue	English

Informations légales : prix de location à la page 0,1248€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

© 2013 American Society for Training & Development (ASTD) All rights reserved. Printed in the United States of America.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com , or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone 978.750.8400; fax: 978.646.8600).
ASTD Pre ss is an internationally renowned source of insightful and practical information on workplace learning, performance, and professional development.
ASTD Press
1640 King Street Box 1443
Alexandria, VA 22313-1443 USA
Ordering information for the print edition: Books published by ASTD Press can be purchased by visiting ASTD’s website at store.astd.org or by calling 800.628.2783 or 703.683.8100. Library of Congress Control Number (print edition only): 2013931624
ISBN-10: 1-56286-856-X
ISNB-13: 978-1-56286-856-7
e-ISBN: 978-1-60728-549-6
ASTD Press Editorial Staff:
Director: Glenn Saltzman
Manager, ASTD Press: Ashley McDonald
Community of Practice Manager, Learning & Development: Juana Llorens
Associate Editor: Stephanie Castellano
Text and Cover Design: Marisa Kelly
Contents

Preface Introduction Chapter 1: The Teach With Style Model Chapter 2: The Systematic Instructor Style Chapter 3: The Stimulating Instructor Style Chapter 4: The Spontaneous Instructor Style Chapter 5: The Safe Instructor Style Chapter 6: Planning for Balanced Instruction Chapter 7: Practical Application of the Model Chapter 8: Plan Your Continual Improvement Recommended Reading List About the Authors
Preface

The concept of Teach With Style was first put into print in 1997, in a self-published version by Jim Teeters. The second version, also by Jim, was published by Redleaf Press in 2001 and was primarily geared toward trainers of childcare providers. Now we offer this third version to be used by anyone who teaches adults in any setting or field.
This current version draws on our combined experience in teaching adults—more than 70 years’ worth! Jim’s experience includes training volunteers, family-life education, college teaching, government training management, religious education, and private consultation and training. Lynn started her path in adult education while on special assignment with her airline job, teaching flight attendants service skills, safety and first aid, leadership and conflict management, and post-9/11 security. She is currently an independent contractor coaching and teaching presentation skills, and has returned to the airline industry as a flight attendant, where she enjoys traveling and volunteering for special assignments that involve her training skills.
What is unique about Teach With Style ? We present a dynamic model built around four unique instructor styles, each of which includes strategies for effective training. In addition, you’ll find more than 120 learning activities, sample workshops, and other tools to help you continually improve as an instructor.
We invite you to dive in and learn. Our model has lots to offer to both new and experienced educators and trainers. We believe that if you put this information to use in your classroom, you are guaranteed to become an effective teacher of adults.
Introduction

We wish to dedicate this book to all the adult participants in our classes and workshops who have taught us about learning and helped us to develop the Teach With Style model!

Experienced or new, adult instructors can be rigid in their approach to teaching. Usually we keep abreast of our particular topic of interest and expertise, but we may stagnate in the way we teach it. What keeps us growing, changing, and progressing? We need to see ourselves accurately through the eyes of our participants and colleagues, and we need a clear method to examine and improve our practice.
The concepts and tools in Teach With Style are designed to help you teach better no matter what the setting or how experienced you are. This model applies to any teaching situation, whether it’s a seminar, a college course, an employee training session, or new-employee coaching. The model includes four simple instructor styles with strategies and learning activities to help you teach effectively—that is, your adult learners will learn and apply what you teach.
You will find Teach With Style the perfect guide for continuing improvement. Conscientiously followed, this simple program ensures positive results using an approach your adult learners will truly enjoy.
Child and Adult Learners
One drizzly Sunday afternoon in Seattle, while Jim sipped coffee and gazed out a bakery window, a young mother suddenly zipped past, pushing her toddler in a stroller. With wide sparkling eyes the child greeted this common, everyday street scene as if it were a garden of delights. He seemed to be shouting, “Show me everything—I want it all!” If all adult learners came to our workshops and classes with that same attitude, how easy it would be to teach! Yet how differently adults and children approach learning.
Young children approach learning with a singularity of focus. They want to absorb all that they are shown and taught. When you teach something to young children, you do not need to prove to them that it’s worth their while to learn it. They assume that it is.
It is our experience that most adult learners have quite a different attitude toward being taught. When adult learners say “Show me!” they are often admonishing the instructor to make the learning really count for something. Adults hope their time is well spent, because time spent on learning competes with the more immediate demands of life.
The unspoken demands of busy adult learners are: Show me why I should learn what you want to teach me. Show me that you are knowledgeable about this topic and worthy of my time and attention. Show me that you can hold my interest. Show me that you care enough to teach me what I want and need to learn.
Instructors are challenged to make their instruction meet the real needs of adult learners, and to clearly demonstrate the benefits of committing time to a seminar, class, or conference.
Complexity of Adult Learners
One might think adults should be easy to teach because they are responsible and well behaved. On the contrary, we have found that adults present a formidable challenge to instructors. Adults add greater complexity to the classroom than young children do, because they (consciously or unconsciously) evaluate you (the instructor) and the learning experience while they are engaged in learning. This demands a deeper level of self-awareness from the adult instructor. You must constantly evaluate how you teach, what you teach, and how adult learners receive it.
Adults’ expectations of the learning experience contribute to this complexity. As soon as adults hear about your workshop or class, they begin to develop expectations about it. They anticipate it with varying degrees of skepticism or interest, influenced by their past learning experiences. While they learn, adults also evaluate you and whether their expectations for the class are being met. This ongoing evaluation by learners can grossly or subtly affect how much they learn.
Adults have lived longer than children and therefore bring a multifaceted range of human emotions and personal histories to the learning place. They have learned to mask strong feelings, but these hidden emotions emerge in one way or another, sometimes in puzzling behaviors that may affect their learning. The wise adult instructor pays attention to these behaviors and their possible underlying causes. Even if you are powerless to change your learners’ attitudes, your awareness of them will help you take the appropriate steps to optimize their learning. You have important ideas and skills to impart, so why settle for less than the best training you can deliver?
The Best Way to Teach Adults
Jim has spent time as a family-life educator, college professor, staff development specialist, pastor, private workshop leader, and trainer of adult instructors. He has spent a year in China teaching English to university students and faculty. The basics of Teach With Style emerged over many years as he turned into a participant-observer, studying other learners’ reactions as well as his own. He noted some important and consistent patterns. These insights and discoveries sometimes came from joyful learning successes as well as from some miserable failures. The model presented in this book has been adapted from an earlier version designed specifically for educators of early childhood professionals. Jim decided it was time to expand and present the model to a wider audience of adult instructors, with Lynn’s help.
As for Lynn, she was first exposed to teaching adults while on special assignment with her employer at the time, Northwest Airlines. After serving airline passengers at 30,000 feet, she became qualified as a certified facilitator and went on to teach various subjects, from FAA-mandated requalification, to new service procedures, to leadership skills. While a lot of what Lynn taught was highly scripted, she found ways to modify her delivery to make classes enjoyable for the participants, and discovered that there was more to adult learning than just standing in front of the room and lecturing. Lynn currently teaches how to organize and deliver great speeches and presentations. She met Jim at a chapter meeting of the American Society for Training & Development. They discovered their common philosophy of and passion for classroom training, and Jim gave her a copy of the original Teach With Style to read. Lynn st