2. Basic Teaching Skills for Career Education Instructors Chapter 1 The Career Education Instructor
3. “There are millions of birds in the sky; of these, very few are eagles.” - Unknown
4. Master Educators Must: Facilitate learning for students Invent, adapt, and create new techniques and procedures to meet the changing demands of learners Be a motivator, coach, mentor, friend, disciplinarian, peacemaker, negotiator, arbitrator, nurturer and entertainer
5. Loyalty Acceptance of advice from colleagues Constant pursuit of knowledge Effective time management and organized work methods Authority, order, self-confidence Ethics and character The Profile of a Master Educator
6. Dependability and flexibility Cooperation and teamwork Initiative and ability to work independently Patience and self-control Professional image Courtesy, compassion and consistency The Profile of a Master Educator (cont’d)
7. Desire and motivation Enthusiasm and energy Imagination and pleasure Effective communication and general skills Winning personality and positive attitude The Profile of a Master Educator (cont’d)
8. Loyalty What? Faithfulness; steady in allegiance; reliable; thorough in the performance of duty; trustworthy Why? The predominant goal or purpose of the institution cannot possibly be met if every person on the team is not working faithfully to accomplish it
9. Acceptance of Colleague Advice “When a collection of brilliant minds, hearts, and talents come together… expect a masterpiece!” Unknown Be receptive to, and guided by, competent counsel from colleagues
10. Constant Pursuit of Knowledge Learning is lifelong Our goal: To become subject-matter experts Join professional organizations
11. What about Time…. “Time marches on.” “Time flies.” “Take some time.” “Time heals all wounds.” “I have no time for this.” “Where did the time go?” “Time is money.”
12. Effective Time Management Time: One of our most valuable resources! What is it? “A continuum that is measured in terms of events that succeed one another from the past through the present to the future.” Webster’s Dictionary Time Management = Event Control
13. Key Concepts of Time Management Set Goals Establish Objectives Identify Priorities Analyze Time Use
14. Analyze Time Use Did I accomplish what I hoped to? Did I spend the appropriate amount of time on the most important tasks? Which tasks or projects took my time but contributed to nothing important? What could I have delegated? Did I spend valuable time on unimportant work? When was the longest period of uninterrupted time? How many times was I interrupted? Were they necessary? How much time was spent on time wasters?
15. Time Wasters Red tape Clutter Unclear goals No authority Conflicting priorities Equipment failure Socializing Waiting for answers Interruptions No procedures No motivation Poor attitude Shifting priorities No self-discipline Unreal timelines Mistakes - own Unwanted mail Low morale Mistakes - others Poor communication Too many details Indecision Not listening Procrastination Meetings
24. Authority, Order, Self-Confidence Authority: a) a person cited or appealed to as an expert, and b) the power to influence or command thought, opinion or behavior Self-esteem: the feeling we have about our own value or self-worth Self-confidence: the confidence we have in ourselves, our powers and our abilities
25. Self-Confidence Builders Like and accept yourself unconditionally Be clear about your own values Be true to yourself Never compromise your integrity
26. Having authority requires: Establishing a formal distance between self and learners Being friendly, supportive, nurturing, but not fraternizing
27. Enjoy your uniqueness Practice self-control Work step-by-step toward desired goals Self-Confidence Builders (cont’d)
28. Dependability To be considered in the top 20% of your profession, you must: Show up On time Ready to work, and Work
29. Flexibility What? Susceptible to modification or change; adaptable; willing to yield. Webster’s Why? Schools are looking for educators who are willing to adapt to new, different, or changing requirements
30. Become a Change Master... Rather than a change resister! Go the extra mile Don’t fall into the “it’s not my job” pit
31. What is a Team? A group of interdependent individuals who have complementary skills and are committed to a shared, meaningful purpose and specific goals.
43. Initiative Work independently with little close supervision Initiate actions for problem solving without supervisory intervention Maintain steady performance under varying work pressures Be a “self-starter”
44. Steps to Independent Action Study position description Read school’s operating procedures Learn rules of oversight agencies Be willing to take risks Follow the steps for building self-confidence
45. Patience and Self-Control Turn challenges into opportunities Be honest and straightforward Be a leader Plan and be prepared Follow steps for control
46. Steps for Control Pause and breathe Consider the circumstances Evaluate the options Behave professionally Listen to the student Apply the best approach
47. Professional Image “You never get a second chance to make a positive first impression.” To facilitate learning, we must communicate with learners Research indicates that communication occurs: 7% verbally 38% vocally 55%visually
48. Image and Grooming Basic personal hygiene Clean clothing in good repair Clean shoes in good repair Clean, appropriately styled hair Well-manicured hands and nails Appropriate makeup/facial hair Appropriate jewelry Proper posture
50. Compassion a sympathetic consciousness of your students’ distress a desire to help alleviate that distress put yourself in student’s place understand what has caused student actions or behavior convey approval; correct with care Courtesy, Compassion,Consistency (cont’d)
51. Consistency fairly apply rules and standards don’t enforce today and ignore tomorrow be just look for the best in every student Courtesy, Compassion,Consistency (cont’d)
52. Desire and Motivation Desire: the ingredient that makes the difference between an average educator and a master educator It creates Maslow’s theory of unconscious incompetence…we don’t know that we don’t know…like the bumble bee! It is the foundation of all self-motivation
53. Motive A need or desire that causes a person to take action. Webster’s The amount of success we achieve as educators will greatly depend on the degree of our self-motivation and the direction taken as a result of that motivation
54. Motivation Is Internal! We create motivational circumstances Students make an internal decision
55. More on Motivation It’s like a car engine The two most powerful emotions that influence our behavior: DESIRE FEAR To be effective and active, it must focus on a specific need, goal, or aim
56. Listen to motivational tapes; read inspirational books Eliminate “I can’t”from your vocabulary Change “I wish” to “I will” Identify your major life goals or desires Actions for Self-Motivation (cont’d)
57. Energy and Enthusiasm What? “Lively; absorbing interest or involvement; a strong warmth or feeling; keen interest; fervor; inspiration.” Webster’s Why? It is the inner fire that, combined with desire, can set us apart from those with far superior abilities!
58. Enthusiasm Builders Wake up singing Smile, smile, smile Be a “first timer” Apply the “pretend principle”
59. Practice proper posture Have personal pep rallies Attach yourself to a purpose Enthusiasm Builders (cont’d)
60. Seize the spirit of adventure Expand your mind through learning Think enthusiasm Enthusiasm Builders (cont’d)
61. Imagination …Pleasure What? “The ability to form mental images of things never experienced; creativity or resourcefulness.” Webster’s Why? Educators who are resourceful, creative, and have active minds are successful and in great demand
63. Generational/Communication Skills “A barrier to communication is something that keeps meanings from meeting. Meaning barriers exist between all people, making communication much more difficult than most people seem to realize.” Theologian Ruel Howe
64. Master Educators Are Unique Because: They must speak before groups of learners every day They are different from other professionals such as: Courtroom attorneys Doctors Clergy
65. Learner Diversity Age Ethnicity Religion Underachievers No personal discipline Little respect for rules Dysfunctional families Aggressive, high achievers, etc.
66. Winning Personality andPositive Attitude Educators must develop a personality that fosters learning and genuine human relationships
67. Convey a Positive Attitude Educators must have a passion for the field they teach and compassion for their students
69. Do not live in fear Focus on the future rather than the past Avoid sarcasm at someone else’s expense Personality Development (cont’d)
70. Practice sharing pleasing remarks Do not insist on having the last word Personality Development (cont’d)
71. The Law of Attraction Any visual image sets up an energetic force field that attracts the ideas, things, people, and circumstances that are consistent with your visual image If the image is positive, it will bring about positive, desired outcomes; and the opposite is also true, so stay positive
72. Positive Self-Talk Three Rules State in the personal sense using “I” State in the present tense State with enthusiasm
73. Negativity can spread like flames in a forest fire; it can destroy a school, harm interpersonal relationships, and cease the growth of creativity among students What a horrible emotion to spread!
74. “The last great freedom of man is the freedom to choose his own attitude under any given set of circumstances.” - Victor Frankl
