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Walter & Group....
We all want to more effective teachers !
>From Jerry Puckett,
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[GH] Mark Surtees asks a very important question on a"getting through" to students as we teach. As he does this, he presents a problem which almost all accomplished teachers have experienced in one way or another.
In my opinion, this addresses the most important aspect of teaching !
Read his message carefully, think about it in view of your own experiences and give us your input.
I'll offer mine.
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Hi Gordy
I’m interested to know how we adjust if we make a mistake in our assessment of how a we are going to communicate to a student.
I ask this because I think that we humble casting instructors are not clearly taught how to shift from a visual to a kinesthetic or to a cognitive approach when we instruct. It is something that we pick up on the hoof. It is also worth bearing in mind that just as a student may have a learning preference for one, or a mixture, of these styles we will also have a teaching preference for one, or a mixture, of these styles and sometimes the two just don’t gel.
I have a kind of startup routine which begins every lesson. Just as Jim says, it provides an opportunity to assess the ability of the student, identify any issues and build and develop some sort of communicative rapport. I spend a hell of a sight longer on the early assessment now than I used to and look to manage my own and the students expectations better. This is because on one occasion I completely failed to read the runes and by half time it was clear that I wasn’t really getting through. In a bit of a panic, I changed the way I was doing it and by the end of the lesson it was perfectly apparent that, as a result, I had completely fried the guys brains. In almost every way he was worse than when we had first met.
In retrospect and having discussed this disaster with more experienced instructors I now realize I should have stuck to my guns because, even if it doesn’t look like its working, delivering a good lesson in “the wrong” teaching style is far better than delivering a bad lesson in “the right” teaching style.
I still don’t always get it quite right…. J
Mark
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[GH] Mark,
I have experienced the same predicament . I think most of us have .... though some instructors either don't recognize this problem when it occurs or have ego's which place them in denial or pass the problem on to the student.
A few years ago, Jim Valle and I gave a casting workshop with an untested new format. Midway into the experience, we saw what was happening. The students weren't on our wavelength. We called for a brief recess. Jim and I discussed this together and agreed to go to "plan B" for the remainder of the session. Fortunately it worked.
For many years I have testified in circuit and federal courts as a medical expert witness .... sometimes in patent infringement lawsuits. I learned a long time ago, that to deliver effective testimony I had to be able to "read the jury"(and sometimes the judge). One can do this in many ways including awareness of apparent interest (or boredom) evidenced by the facial and body expressions of the jurists.
As I learned to "read the jury", it helped teach me to "read" my medical and surgery students during my clinical teachings both at lectures and as I did this in my operating room.
It turned out to be no different when teaching fly casting. In fact it is a lot easier than "reading" jurists because I had direct verbal contact with the students. This was made even easier by having the casting students interact with their instructor (s) at each step along the way.
You are correct in that we all have developed a STYLE of teaching. We only hone it and stick with it if it works. This must, however, be sufficiently flexible to be tuned to the student's reactions.
"Sticking to your guns" may be one approach. Tactfully changing course is another.
When I'm not certain of how well I'm getting through, I know I can always find out by switching gears and having the students verbalize. Sometimes it is as simple as a "call for questions".
If none are proffered, I know I have a big problem. I break it by turning it around and quizzing the students in a light hearted way.
With this interaction I'll know where I stand.
Gordy
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