Teaching Approach and Philosophy by Natalle

"Teaching is an honor and earns the respect of others.  As teachers of Interpersonal Communication, we bring honor both to the communication discipline and to the process that literally binds people together in society.  Educating others is a serious responsibility that requires a teacher to know him- or herself before imparting, negotiating, or interpreting knowledge in the classroom can ever begin." (Natelle)

TEACHING PHILOSOPHY:  Natalle impresses the importance of understanding our individual teaching style as we begin shaping our teaching philosophy.  We must ask ourselves introspective questions about what shaped our desire to teach, what experiences have we had, and what we want to accomplish in a classroom setting.  Natalle also encourages us to list strengths and challenges of being a teacher and set goals for personal development.

To be a competent teacher, Natalle suggests that we need technical expertise as well as a philosophy on teaching to guide us in the way we teach, share and help our students understand knowledge.  This teaching philosophy is grounded in cultural values, ethics and morals.

EFFECTIVE TEACHING:  Ken Bain, Director for Teaching Excellence at New York University, says that effective teachers approach the classroom setting with a philosophy of human learning.  "It is in the attitude of teachers, in their faith in their students ability to achieve, in their willingness to take their students seriously and to let them assume responsibility of their own education, and in their commitment  to let all policies and practices flow from central learning objectives. ... that we can find effective teaching."

PERSONAL DEVELOPMENT:  Natalle recommends three ways to stay current as we develop as teachers.

1. Create and maintain a portfolio
2. Participate in ongoing teacher training
3. Use consulting/training skills to bring real world experience to the classroom

WHAT I HAVE LEARNED:  Good teaching is more than simply having a knack for it.  It is important to create a teaching philosophy and to set goals about what we want to accomplish in the classroom.  Our philosophy is initially developed and then revised and added to over time as we gain insights and experience.
  
My strengths:  I enjoy teaching and interacting with students. I like to help students feel comfortable with the class and material being presented.  I also strive to be conversational and approachable in my teaching style and in my interactions with students.

My goals:  I would like to be more proactive at incorporating additional learning tools into my presentations (power point, music, graphics, U-tube, videos).  I would also like to facilitate more group learning activities.  I want to become more conversant with the theories of interpersonal communications to teach and disseminate information with more credibility.

Difference Matters -- Dr. Brenda Allen, Keynote Address

I had the opportunity to attend the keynote address given by Brenda J. Allen on Wednesday, September 18, 2013 on the Boise State University campus.

Brenda J. Allen is associate vice chancellor for diversity and inclusion and professor of communication at the University of Colorado, Denver. She is also is the author of the book “Difference Matters: Communicating Social Identity” (2011, Waveland Press)

Allen is an advocate and scholar in the area of diversity and difference.  Her expertise inspires others to engage in dialogue which encourages cooperative efforts in promoting diversity and difference on college campuses.

She shared her experiences as a teacher, published scholar and administrator in advocating for diversity in everyday practices and policies.

Dr. Allen set the stage with her beginning quote. "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformations of the world.

She presented a compelling case about why we need diversity on our college campuses and why we should never assume anything, regardless of race, gender, ethnicity, social status, religion, etc.  The "I-It" Theory came to mind.  When we accept people from all different walks of life, we go from an "I-It" relationship to an "I-You" relationship, making us more invested in each other and more whole as human beings.

Dr. Allen did a great job at engaging the audience, asking thought provoking questions, adding humor, using voice variation, SINGING, telling personal experiences, getting the audience to participate, and helping us feel invested in the topic.

WHAT I LEARNED:  I was impressed by Dr. Allen's knowledge, credibility, presence, and ability to create comfort zones with her audience.  Her presence especially stood out to me.  She not only had the credentials, but she looked and acted the part of a credible presenter.  She was confident, well dressed and at ease with herself. 

It felt as if Dr. Allen's presentation could have been scripted from the Train Smart program.   As I look to further develop my teaching and training skills, Dr. Allen stands out as a great example of what to do and how to be!
 

Theoretical Foundations by Elizabeth Natalle

Tentative Axioms of Communication by Paul Watzlawick, Janet Bavelas, and Don D. Jackson (The Palo Alto Group)

1. The Impossibility of Not Communicating -- One cannot not communicate.  Even nonsense, silence, withdrawal, and immobility are all forms of communication.  Any message whether intentional or not is communication
2. Content and Relationship levels of Communication -- Report and Command.  The report aspect of message conveys information while the command aspect refers to the type of message it is to be taken as, or the relationship of the communicants.  The later always classifies the former.
3. Punctuation of the Sequence of Events -- Cause and Effect.  Communication based on Stimulus -- Response -- Reinforcement.  The nature of a relationship is based on the sequences of communication between two communicators.
4. Digital and Analogic Communication -- Digital Communication refers to the words assigned to an object.  Analogic communication is nonverbal communication, comprised not only of kinesics (body movements), but also gesture, facial expression, voice inflection, the sequence, rhythm, and cadence of the words themselves, etc.  Together these forms of communication provide syntax and semantics.
5. Symmetrical and Complementary Interaction -- All communicational exchanges are either symmetrical (minimization of differences) or complementary (maximization of differences), depending on whether they are based on equality or difference. A third cateory includes metacomplementary Interactions  (A lets or forces B to be in charge of him) and pseudosymmetrical (A lets or forces B to be symmetrical) interactions.

I And Thou, Martin Buber

We must be whole people (physically, spiritually, emotionally, intellectually) as we interact with others.  This is how we actualize ourselves and become mature in interpersonal relationships.  We see ourselves as "I" and then relate ourselves to others by either "it" or "you." When individuals use the "I-It" approach they are making a claim that they are not invested in each other.   When people use the "I-You" approach, they suggest that they value each other as human beings.  We cannot fully realize ourselves as human beings without others. 


Communication Competence by John M. Weimann

Effective communication is interactive; competent people are integrated with competent relationships; functions of behavior may be more important than individual skills; and relationships should be honored with appropriate behavior. Natalle suggests that competence in interpersonal dyads needs to be contextualized -- friendship may require a different level of competence from a romance.  Individuals may be more successful in some relationships than others.

Five factors effect interpersonal communication competence.  Affiliation/support, social relaxation, empathy, behavioral flexibility and interaction management.  In short, Communicative Competence is the ability of an interactant to choose among available communicative behaviors in order that he may successfully accomplish his own interpersonal goals during an encounter while maintaining the face and line of his fellow interactants within the constraints of the situation.

The competent communicator is other-oriented, while maintaining his/her own interpersonal goals.  Being other-oriented includes being empathatic, affiliative, supportive and relaxed while interacting with others.  Competent communicators should also be capable of adapting behavior according to the encounter.  The way a communicator MANAGES an interaction helps other interactants' perception of his competence.  Communicative competence helps a person establish a social identity.


PERSONAL APPLICATION:

These reading were fascinating and made me think more about the history of communication theory and the various elements of the communication process.  Learning about and understanding the tenets of these various theories has helped me to become more aware of communication patterns and has inspired me to experiment and adjust my methods of communication in many of my own interpersonal encounters.  By being aware, we all become more empowered to change our personal circumstances, quality of relationships and social identities.   Knowlege really is power. 

Thus, every teacher of interpersonal communications should have an understanding of communication theory and be able to synthesize and express these theories to students.  A teacher that can balance a skill based education with theory will be better able to help facilitate a students ability to take charge of their own interpersonal interactions.

Train Smart Part II by Rich Allen

The second half of Train Smart outlines twenty-five key concepts in the TrainSmart Matrix for smarter presentations and trainings.  Using this checklist as a framework, teachers and trainers can be better prepared and create well orchestrated, successful trainings no matter the setting or subject matter presented.  I have outlined the twenty-five key concepts below.

1. Acknowledgement - The art of recognizing and affirming achievement.
2. Bridges and Zones - Zones are physical locations in the training facility set up much like a stage.  Included are the instructional, facilitation and directional zones.  Allen suggests that bridges are the "connection from these zones to our learners." Bridges can by created by altering our voices and using physical gestures as we move from one zone to the next.
3. Comfort Levels - Paying attention to physical and emotional cues to make sure participants feel safe and comfortable in the learning environment.
4. Task Completion -- Wrapping up any concerns or issues with presented material before moving on to new material.
5. Contrast -  Spotlights key concepts in a way that helps increase comprehension and retention.
6. Precise Directions - Presenting with clarity helps participants understand their precise role in the learning process and gives credibility to the trainer.
7. Resource Distribution - If resource distribution takes too much time, we risk losing the attention of participants.  Smart resource distribution utilizes downtime and learner participation. 
8. Teach it Standing -- Getting participants on their feet boosts learning.  Sitting too long can impede learning.  Encourage standing exercises but do not let them go on for more than 3 to 5 minutes.
9. Participant Inquiry - Ask carefully worded questions without putting participants on the spot or making them feel uncomfortable.
10. Adequate Response Time - Trainers must allow time for participants to shift between different mental tasks. 
11. Specify Response Mode -Helps participants understand how the trainer wants them to respond.  It is important to give specific instructions about response.
12. Question/Clarify/Question - Technique used in the early stages of a session which helps set the tone for meaningful discussion. Trainers ask a question, clarify the question with several examples and then restate the question.
13. Managing Disruptions - Offer a sanctioned forum where participants share the spotlight for a time.  Sometimes it is appropriate to use more subtle forms to diffuse disruptive behavior, and other times to use more direct ones.
14. Creative Note-Taking- This technique is known as mind mapping.  This method of note taking uses images which give context and meaning to what is being taught.  Words when associated with colors or symbols help learners retain information.
15. Positive Language - Always speak in positive terms and with cooperative language. 
16. Involve, Don't Tell - Participants encode material more effectively when they are involved in the discussion and training.  Frequent and varied exercises help learners make connections more readily.
17. Ownership - As we include participants in the decision making process during training, the participants become more active in the learning process.
18. Pause for Visuals - Visuals help stimulate learning.  Trainers must allow enough time for participants to study presented visuals for them to process information effectively. 
19. Press and Release - Trainers must give time in between training segments. Brief respites help participants refresh themselves and help them consolidate learning.
20. Purposeful Body Language - Body language speaks volumes.  Trainers should practice gestures to effectively emphasize what is being taught.  Consider posture, location in the room, and the use of silence to facilitate learning. 
21. Visual-Field Variations - Use the entire room to train with effective visuals displayed throughout. 
22. Vocal Italics - Emphasize words that are new and unfamiliar
23. Music Matters - Participants learn more effectively when music is integrated into training. Stress invoked by learning can be reduced as well. 
24. Guiding Attention - While using a range of learning techniques is helpful, it is important to navigate breaks in between learning to keep participants from becoming bored or distracted.
25. Verbal Specifity -- Use positive precise language.  Avoid using legalese or vague, stereotypical language .  Give specific positive feedback.

Allen's checklist is an amazing resource for anyone interested in becoming a more well rounded, successful trainer.  While excited about applying and integrating these strategies, I must admit feeling a bit daunted by the amount of criteria to master in order to facilitate a successful learning environment.  Knowing that learning is a life time process, however, I will choose a few strategies to focus on.  These strategies include: using purposeful body language, incorporating visual-field variations, using music to stimulate learning, and using verbal specifity. 

"Sit and Get" Won't Grow Dendrites by Tate

Preface.  Most professionals are required to attend training meetings, workshops and classes in order to learn new and pertinent information.  Because of such, trainers who are responsible for teaching should feel obligated to make their presentations memorable.  Participants should feel that their time was well spent and that the material presented was pertinent and applicable.

A few effective strategies, if employed, would help participants retain information and gain a more thorough understanding of material and concepts presented.  Tate presents 20 brain compatible learning strategies that are applicable to what happens in a presentation as well as the follow up activities that are critical for long term retention and behavior change.

Some of these strategies include brainstorming and discussion, field trips, games, humor, movement, technology, role plays, visuals and writing.

These strategies incorporate the tenets of both learning style theory and brain research, allowing teachers to plan and deliver powerful presentations that have the potential to change behavior and outcomes.  It is important to note that both the initial presentation of new information as well as follow up activities are essential for long term change.

Strategy 1.  Brainstorming and Discussion.  This strategy involves dialogue between participants and the trainer.  Students who engage in brainstorming and discussion are able to master and retain a great deal of information and content.  Dialogue (the sharing and interpretation of ideas) helps adults achieve deeper meaning.  

The author offers a variety of activities to help participants brainstorm and share ideas without fear of reprisal or humiliation in a teaching setting.  He gives the DOVE guidelines for brainstorming.  Participants Defer judgment, only One idea at a time, a Variety of ideas are encouraged, and everyone directs his or her Energy to the task.

Some ways to encourage dialogue include having participants work in cooperative groups to complete assignments, form groups based on interest in particular topics, give short time limits to brainstorm concepts learned in a prior class, work in cooperative groups to brainstorm as many answers as they can come up with to a designated question, etc.

WHAT I HAVE LEARNED: Participants are more likely to have a memorable experience and retain pertinent information if presentations are engaging and incorporate activities that help participants interact with other participants through dialogue and brainstorming activities.  Advance planning with the end in mind is critical in creating powerful, memorable presentations.  Initially, preparing for a seminar can be a lot of work. However, with a few well orchestrated strategies to facilitate learning, trainers can help participants instruct one other.  This method of teaching helps learners be more responsible for outcomes instead of depending solely on the teacher to disseminate information.  A great concept!
 

Train Smart, Part 1 by Rich Allen

Part one of TrainSmart focuses on how to prepare for Effective Trainings every time.  The author begins by introducing his TrainSmart Model which includes five basic pillars.  Allen suggests that these pillars should be included in every training, although every trainer should be able to customize material based on the requirements of the training situation.

1.       Engage.  Preparatory step to mentally prepare students for the upcoming training.

 

2.       Frame.   The presenter addresses concerns of the participants up front so that they can concentrate on the material being presented.

 

3.       Explore.  Involves active participation from learners with a variety of activities designed by the trainer to stimulate physical, mental, social and emotional learning.

4.       Debrief.  Helps learners assimilate concepts taught and helps the trainer understand how much the participants have internalized and whether further elaboration of the material is necessary. 

5.       Reflect.  Reinforces the message with stories, personal experiences or metaphors to illustrate the contextual relationship of the material being presented.  It should also leave the participants with a lasting impression of the message and material presented.

The author then presents what he calls the Bricks and Mortar of the TrainSmart Model.  Five critical beliefs comprise the Bricks of the Model.

1.        Teach People, Not Content.  Participants must feel physically and socially comfortable and safe in the learning environment.   Additionally, participants must also understand why the concepts taught are applicable to them. 

2.        Awareness Leads to Choice.  When we teach we broaden choices for participants and show them additional tools in their skill tool kit.  We must demonstrate how new choices can complement existing skills.

3.       Learning + Enjoyment =Retention. Having fun helps learners retain information.  We must be careful as we use humor in our presentations, however.  Some people have had bad experiences with humor.  Playful interactions need to be kept in check.  Participants must feel safe in the learning environment.

4.       Application is everything.  Immediate application of new concepts will help initiate lasting retention.

5.       Stories Work.  We all relate to stories.  We can find many examples from different sources, but our own lives and experiences may be the most rich and relatable.

The Five Principles that hold the bricks together are:

1.        Crest of the Wave.  Refers to how long people can pay attention.  We have to provide strategic breaks every 15 minutes to not overload participants with too much information.

2.       Frames Create Meaning.  We must give participants enough information so they understand purpose and significance of what is expected.

3.       Make It Memorable. Use effective stories, acronyms, role plays and participant involvement.  Limit content to what is digestible in the allotted time.

4.       Open Loops.  We like to close loops as human beings, so if we provide an open loop to our learners, it alerts them that something is coming and encourages participants to pay attention for what is coming in order to close the loop.

5.       Train Directly to the Point.  We must limit information to what supports the topic. Trainers must be aware of the needs and experience levels of the participants and teach accordingly

Allen’s instructions on how to conduct effective trainings were eye opening and exciting as I look to expand my own teaching and training abilities.  Allen’s 25 years of experience incorporating these strategies helped him develop an effective format that each of us can use in a variety of settings.  Allen’s TrainSmart Model is straightforward and can be adapted to the needs of whatever material is being presented.

While studying this material, I reflected on the variety of trainings and seminars I have attended throughout the years.  The most memorable and effective seminars were those that involved a safe environment, used a variety of methods to teach, involved learner participation, and incorporated interesting stories, real life experiences and humor into the material being presented. 

The trainings that were least effective were those given with very little preparation by the trainer and little variation in presentation or style.  These seminars were presented in more of a lecturer format than a participatory format. 

The most effective seminars seem to follow the tenets of the TrainSmart program as outlined by the author, Rich Allen. By incorporating this framework and model in my own life, I can see that I will become more effective in a classroom setting and in my future role as trainer and teacher.