Pedagogy: Initial Thoughts

Written by Shain E. Thomas


Instructing in institutions of higher education has become a major issue concerning achievement. As such, instructors have to understand students' needs before creating a new course. Civickly (1990) talks about this in his chapter "Creating a new course" of the book "Teaching Communication: Theory, research, and methods". Civickly (1990), starts by discussing how it is critical to prepare new learners of public speaking course. This is paramount, since effective communicators, irrespective of occupational field, have to be proficient in public speaking. He goes further to state the aims and significance of introducing a public speaking course. Civickly contends that the new course in public speaking should not be just theoretical, but rather practical (Civickly, 1990). There is no way an instructor can introduce such a course without incorporating a practical session in a way that enables students to put into practice whatever they have learned in class. In doing this, instructors need to understand that different dynamics exists in a classroom setting.

Gorham (1990) reiterates this point in “Individual differences in classroom dynamics”, mentions that diversity in classrooms should be incorporated into any instructional course. Not all students are the same; therefore, getting all students to reach their potentials requires that instructors identify as well as appreciate individualism (Gorham, 1990). Gorham (1990) goes further to state that the goals that a school would like to achieve can be attained only if instructors appreciate every student’s contribution in the classroom. Questions like identifying “…differences in how students learn, where the school would like the students to be, what the obstacles to learning are, and how instructors can accommodate diversity in the classroom should be prioritized” (Gorham, 1990). In finding answers to these, Gorham (1990) states that students are entitled to respect; individual learning styles identified; and instructors should have the ability to identify exactly where students are in relation to where they are supposed to be. In “McKeiachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers” by Svinicki and McKeachie (2011), they support the understanding of diversity, especially when dealing with attention-seeking students. Therefore, understanding student diversity is critical (Svinicki & McKeachie, 2011). Garrison Vaughan (2008) in “Blended Learning in Higher Education” shares the same sentiments and makes a case for Communities of Learning (CoI) as an approach to improve student engagement, learning as well as teaching.

It is only possible to achieve this if the instructor is excellent at effectively managing their classrooms. To underscore this, Plax and Kearney (1990) in the chapter “Classroom management: Structuring the classroom for work”, state that arranging the classroom in a way that gets all students involved is critical. Peer-to-peer interaction is one factor that has a great impact on how students perform. To achieve this, a classroom’s physical look out should be a priority (Plax Kearney, 1990). The right classroom management and structuring will impact student engagement. Barkley (2010), in his book “Student Engagement Techniques: A Handbook for College Faculty”, delivers in-depth analysis of the significance as well as approaches and techniques that will develop student engagement. Barkley understands that getting students involved and engaged is the challenge most teachers experience. In order to overcome such challenges, Barkley makes an insightful case for motivation and active learning as a way of increasing active student engagement (Barkley, 2010). More importantly, instructors should give students a voice, if engagement techniques implemented are to be successful. It is therefore apparent that there is a strong relationship between classroom management and student engagement.

Student engagement increases participation in and out the classroom. In "Service Learning", in the text "The Sage Handbook of Communication and Instruction", Fassett and Warren (2010) emphasize the importance of practical learning. Additionally, the authors point out that experiential learning is rooted in service learning. While it may be easy for instructors to integrate service learning into their courses, it must meet a certain criteria if it is to achieve its expected goals. These criteria include: service learning must involve personal and interpersonal development, use of knowledge learned in class, perspective transformation, and instill a sense of patriotism (Fassett Warren, 2010). If all these criteria are met, then service learning can be incorporated in all fields of study.

It was previously stated that introducing a new course is important in producing an all rounded student. It is, therefore, imperative that instructors have the required knowledge when preparing to introduce and deliver such courses. In "McKeiachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers", Svinicki and McKeachie (2011) provides teachers with tips needed to be successful in institutions of higher learning classrooms. The authors understand that the introduction of new courses has its own challenges. Most importantly, the authors give insights into how instructors can integrate technology in helping students study more for courses that are new. It also provides teachers with insights into approaches and methods they can utilize to assist students with their self-study. Furthermore, the text enables teachers to improve their classrooms by professionally handling cases of cheating as well as academic dishonesty since these are common in successful in institutions of higher learning. In “How learning works: 7 research-based principles for smart teaching”, the authors use findings from different researches to come up with principles to explain the mechanics of learning. The manner in which the chapters have been organized helps teachers appreciate the contents of the book. The authors guide teachers in comprehending how prior knowledge affects students’ learning (Ambrose et al., 2010).

Effective teaching, however, needs effective communication between teachers as well as students. In “8 essential questions teachers ask: A guidebook for communicating with students”, Dannels (2015) gives insightful information on communication-focused recommendations to teachers as well as reflective practice opportunities. The strategies Dannels provides answer the critical questions that teachers need to be answered for the sake of their own development (Dannels, 2015).

Reaction

As an aspiring instructor, the above summarized materials offered insightful information that will help me. Primarily, the role that a course in public speaking plays in the lives of present-day students cannot be ignored. The aptitude of an instructor to produce students who are eloquent in public speaking is rooted in their ability to deliver their material in a way that involves all students. Most institutions of higher learning ignore public speaking and as such, most students come out of school lacking the all-important ability to express themselves publicly. There are thousands of cases where students with exceptional ideas fail to engage their audience in understanding what these ideas mean for the very simple fact that they are not proficient in public speaking. Therefore, the chapter “Creating a new course” especially in public speaking was insightful.

It is important to realize that, since most institutions do not have public speaking courses, its introduction must be done carefully. There is a need to prepare sufficiently when an instructor wants to introduce a new course to students. Several tips on how to make this introduction have an abundance of literature that instructor cannot go wrong if implemented correctly. Additionally, the authors understood that classrooms are dynamic and that there cannot be a one size fits all approaches to instruction. This diversity, I believe should be taken as a strength since it provides an opportunity for them to learn and appreciate each other. Furthermore, the texts on classroom management and structuring offered valuable information that I know will benefit any instructor who appreciates diversity in the classroom. Instructors should consider individual dissimilarities, in my opinion, so that we are able to send out global citizens into the society who appreciate the abilities of other people.

I believe that schools need to produce students that are in a position to put into practice whatever they have learned in schools when entering the workplace. This is the purpose of service learning, which I believe should form the root base of all fields of study. After a four-year course and after graduating, graduates should be able to give back to the society. It will only be possible if they are nurtured to do so through experiential learning throughout their four-year course. Once they graduate, community service will be deeply engrained in their system that it will be like second nature for them to help in the community.

Finally, teachers and students alike should act in collaboration with each other. This means that instructors need to understand students and vice versa. Consequently, teachers need to have teaching strategies that will bring the best out of their students. In the twenty-first century, students and teachers alike cannot afford to ignore the importance of technology in learning. Such collaboration has to be in the form of blended learning so that cooperation between teachers and students form the foundation of understanding the other party. This can only be achieved if teachers understand how to communicate with different students as well as understand how learning works. If these are achieved, then all instructors will be well on their way towards success with their students.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass.

Civickly, J. M. (1990). Creating a new course. In J. A. Daly, Gustav W. Friedrich, & A. L. Vangelisti (Eds.), Teaching Communication: Theory, research, and methods (pp. 53-66). Hillsdale, NJ: Lawrence Erlbaum

Darling, A. (1990). Instructional models. In J. A. Daly, Gustav W. Friedrich, & A. L. Vangelisti (Eds.), Teaching Communication: Theory, research, and methods (pp. 267-278). Hillsdale, NJ: Lawrence Erlbaum.

Dannels, D. P. (2015). 8 essential questions teachers ask: A guidebook for communicating with students. New York, NY: Oxford University Press.

Fassett, D. L., & Warren, J. T. (Eds.). (2010). The Sage Handbook of Communication and Instruction. Los Angeles, LA: Sage.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education. San Francisco, CA: Jossey-Bass Wiley & Sons.

Gorham, J. (1990). Individual differences in classroom dynamics. In J. A. Daly, Gustav W. Friedrich, & A. L. Vangelisti (Eds.), Teaching Communication: Theory, research, and methods (pp. 207-222). Hillsdale, NJ: Lawrence Erlbaum.

Plax, T. G., & Kearney, P. (1990). Classroom management: Structuring the classroom for work. In J. A. Daly, Gustav W. Friedrich, & A. L. Vangelisti (Eds.), Teaching Communication: Theory, research, and methods (pp. 223-236). Hillsdale, NJ: Lawrence Erlbaum.

Svinicki, M. D., & McKeachie, W. J. (2011). McKeiachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (14th Ed). Belmont, CA: Wadsworth.