Monday, 15 February 2016

Brookfield Chapter 9: Teaching in Diverse Classrooms

In our classroom the breath of diversity is substantial.  Our class of 6 students includes Canadian First Nations, European descendants, Hawaiian and Australian.  Allowing students to get to know each other first and then gently increasing the group work components of lessons perhaps make students more comfortable with each other.  There are a lot of times when students must practice new skills on each other before they can perform the service on the public, so our students do get to know each other very well.  They are also required to rotate who they work with daily so that they are exposed to different skin types and the unique conditions they represent.  Establishing very clearly and early in the class, that we treat each other with respect and kindness helps lessen the challenges of student hostility as the program progresses. 

An Esthetics class has a lot of “demonstration as a teaching approach.” P.165. This is to give students a clear view of the procedural treatment and show what is expected of them and how to get there.  Brookfield explains the “double edged sword” where students can be inspired or intimidated.  P. 166.  We give the students many opportunities to practice their new skills and build competency.  I hadn’t thought of my demonstrations as being intimidating as I am initially pretty nervous when having to talk or perform a treatment in front of others.  I am now aware of this possible reaction and will try to remember to speak clearly, smile and make eye contact with the hopes that it lessens any anxiety.    

When presenting new concepts I do follow up with an example to help make a learning connection.  What I discovered thou is to ensure all students are connecting the new information there needs to be at “least three practical illustrations from the teacher followed by the students’ attempt to provide a fourth.” P. 166.  Given the diversity of students, examples must be relative and familiar not only to the instructor but the student as well.  It’s the instructors’ responsibility to provide a range of illustrations and help students formulate connections to new material and using formative feedback like a minute paper, muddiest point or CIQ to monitor my instructional approach will assist me in knowing where and what needs further attention.   

Brookfield, S., (2006). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom {Jossey-bass Higher and Adult Education Series; 2nd Ed.}. John Wiley & Sons, (US).

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