Professional Ethics

http://www.cbc.ca/news/canada/montreal/public-confronts-head-of-lester-b-pearson-after-ethics-scandal-1.3871978

code-of-ethics1

Image Source: Ussery, Alexis.(n.d.) Code of Ethics. Retrieved from https://alexisussery.com/.

I found this CBC news article (the link is above) about an ethics scandal at the Lester B. Pearson School Board in Montreal. Suanne Stein Day, the Chair, is accused of breaching the code of ethics as she did not show respectful behavior towards her colleagues. It is interesting in the article that the public was outraged as the person was not identified earlier on. The public is not supporting the board’s decision in supporting Ms. Stein Day. The board is asking for the resignation of the Chair.

The article points out that a person’s behavior is important in the educational world because the instructor needs to act professional and respectful towards others. The importance of transparency is highlighted in this article. Without transparency, there is no trust. I understand that when I teach, I need to be transparent to gain the trust of students and colleagues.

I am currently working in an insurance brokerage firm. The insurance industry has a code of ethics. If a member of the insurance industry behaves unethically, the person may have to pay a fine and, for serious offense, the person’s insurance license may be suspended. Also, in the office that I work, we have a Policies and Procedure Manual that every new employee must read and sign before starting employment.

References

CBC News. (Nov 28, 2016). Public Confronts Head of Lester B. Pearson After Ethics Scandal. Retrieved from http://www.cbc.ca/news/canada/montreal/public-confronts-head-of-lester-b-pearson-after-ethics-scandal-1.3871978.

 

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Reflection after writing on Chapter 16

After I read Brookfield’s Chapter 16 on understanding students’ resistance to learning, I kept thinking about Calvin in the Calvin & Hobbes comic strips. I can always remember Calvin’s funny facial expressions in the classroom as he always resisted the teacher’s lectures.

Here are two samples from Calvin and Hobbes.

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References

Watterson, Bill. (n.d.). Calvin and Hobbes. Retrieved from https://www.pinterest.com/hanumh/calvin-hobbes-on-education/

 

 

Chapter 16 – Brookfield’s Skillful Teacher

Chapter 16 Understanding Students’ Resistance to Learning

I found Chapter 16 to be interesting as Brookfield (2015) tries to assess students’ resistance to learning in the classroom. Brookfield talks about “conversion obsession” as instructors get stuck in trying to convert or change the minds of a small group of students who are resisting to learning in the classroom. The goal is to convert this small group of hostile students into “advocates of learning” (Brookfield, 2015).

I think that teachers want to do well and want to make an impact on students’ lives. When a teacher sees a group of resistant students, the instructor is determined to do their job. I believe that as an instructor, I cannot change every student’s minds. There are always a small group of people who will disagree with me or dislike my ideas. The most important thing to remember as an instructor is that I have to accept that I cannot change everyone’s minds.

Brookfield (2015) discusses possible reasons for students’ resistance. These are the following factors that can contribute to students’ resistance:

–          Poor Self-Image as Learners

–          Fear of the Unknown

–          A Normal Rhythm of Learning

–          A disjunction of Learning and Teaching Styles

–          Apparent Irrelevance of the Learning Activity

–          Level of Required Learning is Inappropriate

–          Fear of Looking foolish in Public

–          Cultural Suicide

–          Lack of Clarity in Teachers’ Instructions

–          Students’ Dislike of Teachers

–          Going too Far, Too Fast

By looking at Brookfield’s list, I can see that many factors can assist in creating students’ resistance in the classroom. By acknowledging these possible resistant factors, I can do my best in teaching in the classroom.

References

Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in The Classroom. John Wiley & Sons. P15-26.

Chapter 5 – Brookfield’s Skillful Teacher

I was going through the TED talks website tonight as I cannot fall asleep.  I found a great video that has Dena Simmons discussing about the imposter syndrome. This video is relevant to Chapter 5 in Brookfield’ Skillful Teacher as Brookfield discusses about minority students dealing with the imposter syndrome. Dena Simmons gives her personal experiences in growing up in Bronx, New York. For example, Dena Simmons describes her situation involving a white teacher who corrects her pronunciation of the word “asking.” This negative event had a huge impact on Dena Simmons’s life.

Where am I Professionally?

My Professional Goal

I am in a middle of changing careers from business management to adult instruction in a business program at an local university. For the past five years, I have been working in the field of business management for the private, public, and the not for profit sectors. I feel that I have done all that I can in my professional career. In my research, I find that adult instruction has increased my curiosity and thirst of knowledge in the field of the adult education world. I feel that I have found my passion in life.

In five years, I hope to be an adult instructor at a local university or college in the lower mainland. I like to teach various business topics such as Marketing, Accounting, Human Resources, Leadership, Business Strategy, Project Management, and Business Communications. I feel that with my extensive professional background, I can coach and mentor students especially first and second year business students.

The steps in achieving my goals are the following:

1)    Complete the PIDP at VCC – This can show that I am serious about teaching adults.

2)    Network at Universities and Colleges– During my career search, I find that I have not met important adult educators who can be a great resource.

3)    Update my resume – I need to find opportunities at my current work place to do some instructional sessions on a new software, procedures, or workflow.

4)    Volunteer– I need to look at opportunities to volunteer at local not for profits. I can teach basic business life skills or valuable computer skills.

5)    Keep a positive outlook – I need to keep a positive attitude that I can get an excellent opportunity to teach.

With these actions in mind, I know that I can achieve success as an adult educator in five years.

Chapter 8 – Brookfield’s Skillful Teacher

In Brookfield’s Skillful Teacher, Chapter 8 deals with teaching in a diverse classroom. The students in the classroom are very diverse. Students bring different educational, cultural, and work experiences to the class. Students who speak English as second language can be in the class. This diversity in the classroom needs to be acknowledged by the instructor who needs to figure out how to teach the lesson plan and deliver the lesson plan.

Brookfield indicates that the instructor needs to assess the diversity in the classroom. One suggestion that Brookfield discusses is to perform a learning style assessment as one of the first activities of the classroom. This is a great suggestion as the instructor can modify the course or future lesson plans.

Brookfield also recommends that the instructor asks for a show of hands when the instructor asks a question in the classroom. I like this feedback technique because you can get a quick response fast from the students. This approach can be great for the students who are introverts or hate to speak in the classroom. Getting immediate feedback, I can get students to close their eyes and ask them to raise their hands. I do not want groupthink to happen or one or two students in the front of the class to influence the decision.

Conducting a Critical Incident Questionnaire (CIQ) is another way to asses the diversity of the classroom. The CIQ allows the instructor see the classroom through students’ eyes. The instructor hands out a handout once a week and the end of the week is preferred. This questionnaire gives the instructor immediate feedback and the instructor can address any misunderstandings. The instructor needs to report back the results to the students. Transparency can create trust in the classroom between the teachers and students.

Brookfield mentions the following solutions to address the diversity in the classroom.

1)    Team Teaching

2)    Mixing Student Groups

3)    Mixing Modalities

4)    Visual or Oral Communications

5)    Silent or Filled classrooms

These are great teaching techniques to address the different learning styles in the classroom. I truly respect these five techniques because these techniques mix the delivery of lessons. Changing the format of the lesson delivery can address the diversity of learners in the classroom.

Reference

Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in The Classroom. John Wiley & Sons. p 97 – 109.

TED Talks Video

I found this great TED Talks video. Sal Khan talks about teaching for mastery not test scores. This TED Talks video is a great insightful view about teaching. The speaker was a hedge fund analyst and has started Khan Academy. Khan Academy provides free online educational videos on online. Yes, free stuff online!

 

Faculty Focus Article

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Here is a link to an article that I found on Faculty Focus.

http://www.facultyfocus.com/articles/instructional-design/enhancing-learning-zest-grit-sweat/

I found this article very interesting because the author, Lolita Paff, gave some great motivational tips in helping students to learn better.

Paff (2016) states that there are three aspects of learning that have been overlooked. Instructors can enhance student learning by promoting zest, grit, and sweat.

ZEST

For the first aspect in to enhance student learning, Paff (2015) describes zest as student curiosity and enthusiasm. By promoting zest in students, students can be more motivated to do more that learn the class material. Students can work harder and longer to satisfy their curiosity and increase their thirst of knowledge.

The three ways for promote zest in students are the following:

1)    Connect with students

2)    Make it real by bring in real life examples

3)    Bring passion to the classroom

GRIT

The second aspect to enhance learning is grit. Paff describes grit as promoting learning as a long-term focus. Persistence and with a mindset for academic growth should be advocated. Students with grit are resilient in facing challenges.

These are the following three ways in promoting grit that teachers can dot.

1)    Identify appropriate challenges for students

2)    Provide low stakes practice

3)    Offer specific feedback

SWEAT

The third aspect to enhance learning is sweat. Paff describes sweat as lifelong learning that takes a lot of effort by the student.

The three ways for students to achieve sweat are the following:

1)    Incorporate reflection in the class

2)    Provide study tips

3)    Mind cognitive load

Reference

Paff, L. (2016). Enhancing Learning through Zest, Grit, and Sweat. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/enhancing-learning-zest-grit-sweat/