[Responses from 70 school librarians surveyed by Netskills in 2007]
To introduce an element of fun into training. Happy people are more likely to learn
plan your activities
be flexible - if it doesn't work ditch it
try not to do too much in one session
review your session and adapt it
some classes respond differently to others
learners need to be involved and engaged with the learning process
1. Make the skill you are trying to teach relevant to the students at their point of need. 2. Don't underestimate the power of ""modelling"" a process.
keep trying – don't give up
be helpful and work as part of a team
It's not as difficult as some teachers make it look!
Manageable bites - do not attempt to serve the whole in one 'IT'. Fairness & honesty - sounds woolly but children spot a phony immediately. Also - we are here to educate not be their next best friend. Consistency - links with the above.
Sense of humour!
Teaching starts with the learner - they need to be engaged and understand what they are being offered is relevant and useful. Sessions need to be clearly structured in small steps so the learner can succeed and build confidence. Don't try to pack too much into one session - it's much better to cover the information carefully and allow time to recap at the end.
Be well prepared
Know your subject matter inside out
Be able to ad lib if necessary
Look at the broader aspects of the Curriculum including assessment. Education is our market so get involved with academic staff and what they do.
With young people activities always take much longer to deliver than you expect.
You need to be able to make learning available in different ways - some people will respond to a hands on approach - others want everything in handouts to be able to refer back to - and others want demonstrations. Being flexible and not making people feel unsuccessful if they take a long time to learn something new or need to repeat activities is very important in helping people to learn.
- not to try to do / teach too much at any time
- that children have different ways of leaning so to make any input as varied as possible.
Willingness to learn, make mistakes, review and revise, collaborate well with school staff and sustain motivation and a professional image seem to be very important.
That people learn in different ways, and that you need to think about this when presenting materials - sometimes you can present the most important details more than once, using approaches to suit different learning styles (eg in a presentation, in a quiz, and in a handout)
Try to forget how you might be teaching and to concentrate on what they are learning. Focus on 1 thing at a time, just because you don't get them for long, don't try to cram in everything possible.
Have your 2/3 learning objectives spelled out at beginning (tell them what they are going to learn, teach it and then check understanding) Make sure that the information is accurate and appropriate to the level of the learner Try to make it as multi-sensory as possible to stop them getting bored - keep it short and useful Give handouts to assist further development
Always check your timing is realistic and plan the lesson well
Be aware of different styles of learning.
Use the same structure for planning lessons as the teaching staff. Have a plan B in case of IT failure, over/underrunning time.
Make it as relevant as you can, spend as much time as possible with the students so you know exactly what they are trying to research and what their strengths and weaknesses are. Try to meet as many learning styles as you can.
Observe and learn from teachers in the classroom and follow same strategies and techniques e.g Starter activities
Clear aims and objectives
Take account of...