For many of my students, Computer Basics 1 is their first step on the bridge that crosses the digital divide. These students are scared, they're uncomfortable, and they expect to be frustrated and feel stupid. For other students, though--the ones who already know how to use the mouse and keyboard--the Basics 1 class is a test of endurance. Can they stay awake for two hours of mousing exercises?
As their teacher, my challenge is clear: Keep the interest high for the experienced users; keep the pace slow enough for the inexperienced. Oh, and be encouraging. And patient. And enthusiastic.
This week, I took on this challenge by completely revising the structure and presentation of the class. While I don't usually use PowerPoint (unless I'm teaching it), I thought the students would find the images helpful and more memorable. I also added slides just to remind us (meaning me) to pause for questions, and I scheduled a break about 50 minutes in so that some students could recover while others could ask me more advanced questions.
I didn't think I could ever have much fun in this class, but I had a blast. The students did, too, or so they told me.
Here's the presentation: Computer Basics 1
Monday, January 14, 2013
New Year, New Teaching Goals
Computer classes are in full swing again at the library, and I'm revamping my teaching techniques and class structure to make classes more comfortable, fun, and useful for students.
I started this year by identifying some of my weaknesses, reflecting on their underlying causes, and developing strategies to overcome them:
Weakness #1: I do too much for students instead of letting them struggle--and learn--how to address problems themselves. Why? Sometimes to move class along. Sometimes because I want them to feel comfortable and to like me for helping them out. The problem is, I'm not really helping. I'm enabling.
Strategy #1: Tell students at the beginning of class that I will avoid touching their mouse and keyboard at all costs so that they can get all the practice they can. Also, let students know that instead of telling them what to do step-by-step, I will be asking questions to help them become more independent computer users. By announcing my approach before class, I will not only help students know what to expect, I will also establish a standard to which I can hold myself accountable.
Weakness #2: Not enough prepared analogies/explanations to help students grasp abstract concepts. Why? Lack of forethought and planning.
Strategy #2: Stockpile analogies. They're out there, and I can develop my own. Practice creating and delivering explanations BEFORE class. Have two or three explanations prepared so that I can really help students instead of saying, "This is a little tricky to understand...." and then just trailing off.
Weakness #3: Less-than-effective time management. Why? Accepted pre-packaged lesson plans without adapting them to adjust to learner's needs.
Strategy #3: Revise lesson plans for current courses. Be very deliberate about the timing for teacher talk, class activities, independent practice, breaks, and time for questions. Announce scheduling at the beginning of class. Adjust as necessary.
No doubt I will tweak other areas of my teaching in the coming months. I'll also be taping myself to gather even more feedback, particularly for presentation skills (vocal variety, body language, etc.). Reports on progress to come.
I started this year by identifying some of my weaknesses, reflecting on their underlying causes, and developing strategies to overcome them:
Weakness #1: I do too much for students instead of letting them struggle--and learn--how to address problems themselves. Why? Sometimes to move class along. Sometimes because I want them to feel comfortable and to like me for helping them out. The problem is, I'm not really helping. I'm enabling.
Strategy #1: Tell students at the beginning of class that I will avoid touching their mouse and keyboard at all costs so that they can get all the practice they can. Also, let students know that instead of telling them what to do step-by-step, I will be asking questions to help them become more independent computer users. By announcing my approach before class, I will not only help students know what to expect, I will also establish a standard to which I can hold myself accountable.
Weakness #2: Not enough prepared analogies/explanations to help students grasp abstract concepts. Why? Lack of forethought and planning.
Strategy #2: Stockpile analogies. They're out there, and I can develop my own. Practice creating and delivering explanations BEFORE class. Have two or three explanations prepared so that I can really help students instead of saying, "This is a little tricky to understand...." and then just trailing off.
Weakness #3: Less-than-effective time management. Why? Accepted pre-packaged lesson plans without adapting them to adjust to learner's needs.
Strategy #3: Revise lesson plans for current courses. Be very deliberate about the timing for teacher talk, class activities, independent practice, breaks, and time for questions. Announce scheduling at the beginning of class. Adjust as necessary.
No doubt I will tweak other areas of my teaching in the coming months. I'll also be taping myself to gather even more feedback, particularly for presentation skills (vocal variety, body language, etc.). Reports on progress to come.
Monday, December 3, 2012
Resume
Professional Summary
- 5+ years improving the skills and confidence of ESL learners
- 1+ year training computer users in basics and Microsoft Office
- 10+ years writing and peer-reviewing academic papers
- 2 years editing college literary magazine and newspaper
- 4 years earning Master’s degrees in TESOL and English literature and education
- 2+ years training job seekers to find and keep work
Computer Class Trainer / Library Associate, 7/11 to present
Lexington Public Library, Lexington, Kentucky
- Coordinated and increased participation in ongoing skills-development program
- Promoted staff development resources
- Nominated for 2012 Joseph H. Miller Customer Service Award
ESL Instructor, 8/09
to 5/11
Intensive English Program, West Virginia University,
Morgantown, West Virginia
- Designed and taught courses in academic English grammar, writing, reading, GRE preparation, and American culture for adult ESL learners
- Initiated and conducted student satisfaction survey to assess the strengths and weaknesses of the IEP
Private ESL Tutor, 9/09
to 5/11
Morgantown, West Virginia
- Helped young native-Korean speaking students earn A and B grades in their American schools
- Improved the English language skills and confidence of 3 native-Korean speaking adults, including a visiting university professor
English Composition Instructor, 8/07 to 7/09
Department of English, West Virginia University, Morgantown,
West Virginia
- Used traditional and new technologies to improve the writing of first-year university students
- Mentored new instructors
- Contributed materials to university-wide English composition textbook
Public Relations Assistant, 8/06
to 8/07
Indiana University Libraries, Bloomington, Indiana
- Promoted library use among students by helping create a “library survival guide”
- Proofread and updated news items for Web site
- Wrote and edited articles for newsletter and promotional materials
Alternate Teaching Certificate, 8/12 to present
Asbury University, Wilmore, Kentucky
M.A. Teaching English to Speakers of Other Languages, 8/09 to 8/11
West Virginia University, Morgantown, West Virginia
M.A. English Literature, 8/07
to 07/09
West Virginia University, Morgantown, West Virginia
Library and Information Sciences (12 credits toward M.L.S.), 8/06 to 5/07
Indiana University, Bloomington, Indiana
B.A. English Literature and Creative Writing, 8/02 to 5/06
Emory and Henry College, Emory, Virginia
Monday, November 19, 2012
Yoga Teacher for a Day
I spent Friday morning teaching yoga to four groups of 40 2nd and 3rd graders and their teachers at an elementary school in West Virginia. Mind you, I've never taught yoga, haven't taken a yoga class in over a year, and didn't know I'd be teaching it until two days prior. I was most certainly outside my comfort zone.
So of course, I had a blast.
The students had never done yoga before, so I wanted to introduce them to yoga's benefits while making it fun and engaging, too. This meant doing a lot of animal poses, playing some games, and bringing volunteers up to the front to help me model poses. At the end of each 35 minute class, I led the students through the total relaxation (corpse) pose, which transformed the students so deeply I hoped all the teachers would consider incorporating it into their learning plans. I'm sure they wish they could. :)
The advantage of getting to teach the same lesson four times in a row was that I could get immediate feedback and make adjustments for each lesson. The disadvantage of only interacting with these students once is that I couldn't prepare the lessons to best suit their needs and personalities. Still, a good time was had by all, and I was reminded of how fun it is to be stretched a little bit--in body, mind, and teaching.
So of course, I had a blast.
The students had never done yoga before, so I wanted to introduce them to yoga's benefits while making it fun and engaging, too. This meant doing a lot of animal poses, playing some games, and bringing volunteers up to the front to help me model poses. At the end of each 35 minute class, I led the students through the total relaxation (corpse) pose, which transformed the students so deeply I hoped all the teachers would consider incorporating it into their learning plans. I'm sure they wish they could. :)
The advantage of getting to teach the same lesson four times in a row was that I could get immediate feedback and make adjustments for each lesson. The disadvantage of only interacting with these students once is that I couldn't prepare the lessons to best suit their needs and personalities. Still, a good time was had by all, and I was reminded of how fun it is to be stretched a little bit--in body, mind, and teaching.
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