“Just Don't Get Too Personal”

2018 ◽  
pp. 249-264
Author(s):  
Dana R. Atwood ◽  
Sandra E. Schroer
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Use Of Self ◽  
Review Of The Literature ◽  
Self Disclosure ◽  
Millennial Students ◽  
Teaching Pedagogy ◽  
Transformative Teaching ◽  
Teaching Goals ◽  
Faculty Behavior

In this chapter, the authors explore Millennial students' perceptions of contemporary transformative teaching pedagogy. Following a review of the literature on popular transformative teaching practices, the authors share their findings from a survey of 400 students from two different colleges regarding teaching methods that students perceive distracts them from learning. The authors argue that while students appreciate many feminist teaching goals, they are distracted by some of the strategies that professors often use to accomplish these goals. More specifically, while students wish to be respected as valuable co-producers of knowledge in the classroom, a number of them claim to be distracted by the use of self-disclosure and physical movement. The authors suggest that professors may wish to revisit their strategies with the understanding that our current students' experiences with technology and family alter their expectations of faculty behavior.

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

scholarly journals Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Rui Pu ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Resident Physician ◽  
Physician Training ◽  
Cross Sectional ◽  
Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

The Use of Self-Disclosure by Professional Social Workers

1989 ◽  
Vol 70 (5) ◽  
pp. 259-267 ◽  
Author(s):  
Sandra C. Anderson ◽  
Deborah L. Mandell
Keyword(s):  
Social Workers ◽  
Use Of Self ◽  
Self Disclosure

How to Improve Your Teaching Evaluations without Improving Your Teaching

1996 ◽  
Vol 78 (3_suppl) ◽  
pp. 1363-1372 ◽  
Author(s):  
Ian Neath
Keyword(s):  
Teaching Methods ◽  
Course Evaluations ◽  
Evaluation Instrument ◽  
Review Of The Literature ◽  
Teaching Evaluations ◽  
Promotion And Tenure ◽  
Personnel Decisions ◽  
College And University ◽  
Academic Faculty ◽  
Second Use

The current increased interest in evaluating the teaching of college and university faculty has made course evaluations even more important to the careers of academic faculty. The most important use of teaching evaluations is to guide instructors in revising courses and altering teaching methods to become more effective educators. A second use is becoming more frequent: comparing scores on teaching evaluations across faculty to make major personnel decisions, including hiring, firing, promotion, and tenure. The soundness of these decisions depends upon the validity of the evaluation instrument, and even the most reliable and consistent instrument can easily be compromised if administered inappropriately. Based on a review of the literature, I list 20 ways to compromise teaching evaluations and improve ratings without improving teaching.

Cultural Factors and Rehabilitation Counseling

1986 ◽  
Vol 17 (1) ◽  
pp. 52-53 ◽  
Author(s):  
James M. Percic
Keyword(s):  
World View ◽  
Rehabilitation Counseling ◽  
Professional Culture ◽  
Language Family ◽  
Use Of Self ◽  
Self Disclosure ◽  
Wide Range ◽  
Client Expectations ◽  
Rehabilitation Professional ◽  
Adjustment To Disability

How culture affects the counseling process is important to the rehabilitation professional. Culture consists of roles, values, attitudes, and norms shared by a society. It provides a framework for classifying behavior. Culture has a lifelong impact. Culture-related problems include client expectations, language, family structure, and the use of self-disclosure techniques. Counselor factors include stereotyping-and overgeneralizing. Culturally effective counselors are sensitive to their own and their clients' backgrounds, know and use a wide range of techniques, hold a world view, and practice patience. Research on how culture relates to stigma and to adjustment to disability is needed.

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