CLASSROOM DELIVERY SKILLS BWR006

Want to work as a Lecturer or Instructor?

This course develops the "people skills" side of training. It shows you how to handle students more effectively; how to enthuse them and keep them committed to their studies; and how to diffuse problems that might undermine their ability to effectively learn.

Develop Your Ability to Teach in a Classroom

Who Might this Course Benefit?

People with some expertise who want to find work teaching what they know (eg. Tradesmen, University graduates etc)
People wanting to develop or improve public speaking skills

An interested, receptive student who can communicate in ways that meet their learning needs

A teacher who can communicate the required information in a way that is responsive to the needs of the student, and that promotes student learning.

COURSE STRUCTURE AND CONTENTS

The course involves eight lessons covering:

Introduction
Facilities & Resources
Interpersonal Communication in Education
Listening Skills
Understanding Motivation
Motivational Factors
Applying Motivation to Education
Stress Management
Conflict Management
Mediation & Negotiation

Duration: 100 hours

Aims

Explain the role of communication between individuals in optimising the benefit of education.
Describe and use strategies to improve listening in order to correctly understand what another person is communicating to you.
Explain motivation as a factor in the teaching-learning situation and in the cultivation of an inquisitive approach to learning.
Select and cultivate motivational factors appropriate to particular classroom situations.
Describe practical techniques which can be used by an educator to motivate their students.
Describe practical techniques that can be used by an educator for managing their own stress, and also assisting students in stress management.
Identify, analyse and devise methods for dealing with conflict in an education setting.
Explain how to apply practical techniques to facilitate mediation in conflict situations in an educational setting.

Teachers Need to Apply an Understanding of How People Learn

Everyone learns. Some things that we learn are good for us. Some things we learn may be of little consequence and other things may be bad for us.

You learn both formally and informally, every day of your life; whenever you play a game, read a book, watch TV, use a computer, visit a new place or talk with someone. Regardless of age, you will have learned many things over the last 24 hours. Some of these things may be trivial and insignificant and others could be valuable later in life.

“The aim of education should be to teach us rather how to think, than what to think — rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~ John Dewey

Often there can be multiple dimensions to something you learn, for example:

When confronted with a disassembled toy or piece of furniture that you purchased, you need to learn how to assemble it. You may try to assemble it without following instructions and discover difficulty. You will then start following the instructions. In going through this process you might be learning not only how to assemble this item but also reinforcing an awareness that it can be more efficient to follow instructions than to try and do something without following instructions.

When learning to drive, you may observe someone else driving and think that you can do it, but when you are actually put in the car and have to learn how to control the brake, the clutch, and the steering wheel and so on, it is not always so easy. So you may realise that you need instruction from someone, someone telling you what to do, then you practice, receive constructive criticism, try again, until finally you are able to drive well.

Think of some thing simple like making a sandwich. You may observe someone else make a tuna and mayonnaise sandwich. You give it a try. You put too much mayo in, or put too much filling in and it escapes from the sandwich. You try again and finally learn to make the sandwich in the way that suits you. So you are learning by trial and error.

A teacher shows you diagrams of how to wire an electricity circuit. The teacher then shows you what to do. You then try wiring it. The teacher comments on how you do this until you learn how to do it well. So you listen to the academic knowledge, you observe, you try and then you learn to perform. So, when we learn, we may learn through academic learning and listening, observations, trying and retrying tasks.