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DRAFT WCA Guidelines for Successful Teaching

By Brittany Taylor,2014-07-04 22:26
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DRAFT WCA Guidelines for Successful Teaching

    DRAFT PTC Windchill Academy 2000

    Windchill Academy

    Guidelines

    For

    Successful Teaching

    PTC - Parametric Technology Corporation

DRAFT PTC Windchill Academy 2000

    TABLE OF CONTENTS

    INTRODUCTION ------------------------------------------------------------------------------------ 4 Four Skill Areas -------------------------------------------------------------------------------------- 4 COMMUNICATION SKILLS --------------------------------------------------------------------- 5 Presence -------------------------------------------------------------------------------------------------- 5 Confidence ----------------------------------------------------------------------------------------------- 5 Control of classroom ----------------------------------------------------------------------------------- 6 Eye Contact ---------------------------------------------------------------------------------------------- 6 Speech Habits -------------------------------------------------------------------------------------------- 6 Voice ------------------------------------------------------------------------------------------------------ 7 Appearance ---------------------------------------------------------------------------------------------- 8 Posture, movement and gestures --------------------------------------------------------------------- 8 Use of language ------------------------------------------------------------------------------------------ 9

     Inclusiveness --------------------------------------------------------------------------------------------- 9TEACHING SKILLS ------------------------------------------------------------------------------ 10 Knows subject/materials ----------------------------------------------------------------------------- 10 Handles questions -------------------------------------------------------------------------------------- 10 Deals with criticism ------------------------------------------------------------------------------------ 11 Manages class schedule ------------------------------------------------------------------------------- 11 Varies approach ---------------------------------------------------------------------------------------- 12 Uses audio-visual materials well -------------------------------------------------------------------- 12 TECHNICAL KNOWLEDGE ------------------------------------------------------------------- 13 Has product knowledge ------------------------------------------------------------------------------- 13 Cites real-world examples ---------------------------------------------------------------------------- 13 Understands non-standard usage ------------------------------------------------------------------- 13 Recommends best practices -------------------------------------------------------------------------- 14 Demonstrates well ------------------------------------------------------------------------------------- 14 Handles unexpected glitches ------------------------------------------------------------------------- 14 BUSINESS SKILLS ------------------------------------------------------------------------------- 16 Fulfill's requests for follow-up ---------------------------------------------------------------------- 16 Acknowledges gaps ------------------------------------------------------------------------------------ 17 Does not disparage competitors --------------------------------------------------------------------- 17

DRAFT PTC Windchill Academy 2000

    Contacts/Involves others as needed ---------------------------------------------------------------- 17 Supports enterprise solutions model --------------------------------------------------------------- 18 CONCLUSION ------------------------------------------------------------------------------------- 19 APPENDIX Instructor Evaluation Spreadsheet

DRAFT PTC Windchill Academy 2000

    INTRODUCTION

    As an instructor, you will be evaluated by your students at the end of every class. Often, you also receive feedback (usually not of the positive variety) during a class.

    The purpose of this section is to make you aware of those criteria that are most important and most often noticed by your students and colleagues. In addition, you should know that you will be evaluated on this basis when you do your trial presentations and when you co-teach.

Four Skill Areas

    There are probably a hundred ways to categorize the criteria under which an instructor is evaluated. We have chosen four basic skill sets.

    ? Communication skills

    ? Teaching skills

    ? Technical knowledge

    ? Business skills

    Teaching skills and technical knowledge carry slightly greater weight than the other two skill sets, but all must be present to a high degree in order to ensure success.

    Within each skill set, we have identified various specific criteria that are desired. We have assigned a relative score to each and have provided information to clarify what the skill actually means. In other words, we don’t just set goals, we describe what success looks like

    in each case. To see the actual score sheet, turn to the Appendix.

DRAFT PTC Windchill Academy 2000

    COMMUNICATION SKILLS

    Speaking is the fundamental means that an instructor uses to communicate and convey knowledge. In this skill set you will find basic components of communication, such as voice, posture, eye contact and gestures. There are also some more subtle characteristics such as professionalism and “being in charge.” The actual criteria and their descriptions follow.

Presence

This is the characteristic of being totally focused on the work of teaching this class. From

    the moment a student first sees you to the final good-bye, you should clearly be there to transfer knowledge. That doesn’t mean that you can’t socialize after class hours, but

    teaching this class is your job and you have to demonstrate that you take it seriously.

    Measures of success

    ? Nothing distracts you from your purpose in being here.

    ? You eat, sleep and breathe for the benefit of your students for the duration of

    this class.

    ? At night, your time is your own. The rest of the day belongs to those who are

    paying for you to teach them your students. You use every moment to enhance

    their learning: breaks, lunch, before and after class.

Confidence

This begins with self-confidence. You know you are the best at what you do. You have

    received recognition for it and you have no doubt that you are going to do an outstanding job with this class.

    You always behave professionally. That means you don’t “pal around” with the students; you are their instructor, not their buddy. You have a sense of humor. You can make an occasional joke, even laugh at yourself, but you never indulge in inappropriate or off-color remarks.

    Measures of success

    ? You are self-confident, but remain modest. You know you are good you don’t

    have to say so.

    ? You have a lively and appropriate sense of humor.

    ? You behave professionally at all times.

DRAFT PTC Windchill Academy 2000

    Control of classroom

    Many things can interrupt or distract from a class. You will make every effort to prevent or deal with these interruptions. You make sure the students are comfortable, that the doors are closed, that window blinds are closed if possible, and that distractions from outside the room do not interfere with your class.

    Measures of success

    ? You hold your students’ attention by being interesting and exciting, not by force.

    ? You minimize potential distractors (you may never win the battle over pagers!).

Eye Contact

    It almost goes without saying that you should look at your students. If you are not naturally comfortable with this, practice at first with people you love. Then, try it on people you meet in informal situations.

    When someone asks a question, do three things: repeat or rephrase the question (to be sure you understood it and that everyone heard it), look directly at the person asking the question, and take a step or two toward the questioner (this is a technique for “rewarding” the person for asking the question and reducing any anxiety that person may be feeling for appearing “dumb”). When answering the question, begin by looking at the questioner, but then expand your gaze to include everyone else. Look carefully for students who do not understand or disagree with your answer.

    Measures of success

    ? Without being obvious about it, you make sure that you look into the eyes of

    every person in the room, as often as possible.

    ? You train yourself to look around a lot -- avoid the temptation to focus on only

    those who are responding favorably or nodding when you say something.

    ? When someone asks a question, you follow the three rules listed above.

Speech Habits

    Nothing drives people crazy, or makes them stop thinking about what you are saying, like poor speaking habits. We focus on three here (distractors, annoyers and cliches), but there are many more.

    Distractors are words that creep into your speech, often because you are thinking about what to say next. They include “um,” “uh,” “well,” “so,” “you know” and others. Instead of using these distractors, you should learn to use silence to give yourself time to think. Often

DRAFT PTC Windchill Academy 2000

    replacing the distractor with a gesture serves the same purpose (bring your hand to your chin, for example).

    Annoyers are usually bad grammar. You may use them in informal speech, with never a complaint. However, in a classroom, they can quickly drive your listeners crazy (and end up reflected in your evaluations). You will have to listen to yourself very carefully to catch these. Sometimes, it helps to have an ally who listens to you and presents you with a list of annoyers that you (perhaps unconsciously) commit. Taping yourself also helps, but you have to listen very attentively because you may not recognize errors that you make all the time.