Week 2: 9x9x25...and I was worried about what to write... Well, another week of growth and learning. This might be code for a really tough learning experience for the professor. But some history first...
My first teaching job was at a little for-profit school subdivision of a very large corporation. Allied health, and general education, with a bit of computer tech were the primary course tracks. The student population was diverse. The school was located in northern Virginia, in a Washington, DC suburban area. Demographically, our students would be classified today as non-traditional. Racial diversity was real, with a large African American population, followed by Hispanic American, and Asian American. Many were first generation to finish high school, so higher education was not the norm. English was often a second language, adding to the challenges of learning and teaching. The first class I ever taught was not a nursing class; the primary instructor was out on LOA, and my skill set included some medical office background, so I was tasked with the Medical Office Specialist class. I was nervous: first class, for students who loved their instructor, and, I will admit, there were many tough inner city students. And as I walked in, one said to me (total truth) "We'll give you a week. We love Mr. F." Great. However, the same student, at the end of the program, after passing the program, and CPR, hugged me and said thank you. This is background for my overall philosophy of teaching, learning and education in general:
In all the graduate education courses I have taken (way too many), there has never been a classroom management course. Perhaps it was assumed that nursing students choose to go into nursing, usually have a heads up about the challenges, and are willing to trust the process. Well, I am finding that that classroom management course should have been included. Nursing courses address communication, and basic nursing communication helps with general de-escalation techniques, etc. But nothing specific related to classroom. And with the current socio-political environment, unfortunately more questions are found than answers. How do I support students who for some reason (fear of failure perhaps) don't trust the process? Am I getting the fallout for a previous experience? Is this reflective of an overall change in respect for other humans in our society? Post-class reflection is my process; there is always something that could be tweaked, even after one of those really great classes (you know the ones, where you watch the light bulbs go off!). And I am human, but as a nurse and an educator, it is my goal to be supportive, kind, positive, and encouraging to all - including colleagues. However, how do you handle the class that has a couple of disruptive students who incite a shark attack? More as I research, reflect, implement, and evaluate...
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So, how did a nurse who loved bedside nursing end up in teaching? I do ask myself that question on a semiannual basis. Usually right after each semester starts, but no later than the first exam. The challenges seem un-ending; each class has a different personality, with students who have similar and very different needs. And yet..
I was minding my own business, looking for a job in the post-divorce trauma/drama, and came across a job at a for-profit institution that was going to start a practical nursing program. What did I look at? The 25 hours a week for full time benefits. Of course, not having any experience with education other than patient teaching (one-to-one) I thought, self, how hard could it be. Ha. And I was hooked. That first position yielded my MSN ED, perhaps one of the most shocking aspects. I already had my BSN, so I “did not have to go back” for any further education. My boss peer group pressured me into that program. And lo and behold, the challenges I faced in the classroom had some strategies for developing and producing better student outcomes. The idea that “I know more than they do” was great, but that wasn’t helping me help them. And that led to an AHA moment: The students were my new patients. Yup. That simple. And that helped with helping them, and developing teaching and learning strategies that might help produce even better student outcomes. Or EOPSLOs. Or SLOs. (shout out to SLOA committee!) The thought of the students as ‘patients’ was thought provoking on its own. My philosophy on nursing includes the idea that 80-90% of what we do is teaching; teaching about prevention and health promotion, rehabilitation and medications, stage of life, etc. Now, 80-90% of my time with the students is related to teaching, and getting to know how they learn best, and what resources I can guide them to in order to facilitate learning. In addition, that other time is spent getting to know them we can strategize ways to minimize the effects of 'outside forces.' Prevention and health promotion. And the connection is made! So that was the start. I still know more about some things than some; but not all. That darn Internet...but that takes us to other challenges. More to come. Uh oh. I might enjoy this.... |
AuthorHi everyone! I teach nursing. I am a nurse. I love what I do. I can always improve...this is my teaching reflection (9x9x25) YC Blog! ArchivesCategories |