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I entered the military six months after I graduated high school and had an aweso
I entered the military six months after I graduated high school and had an awesome 20-year, 5-month, and 25-day career. After I retired, I remained close to my military roots by accepting a position working with military members who were transitioning from the military. By now, it may be understood that my teaching or facilitating experience began deeply in-grained with military roots where an open discussion was not always welcomed. Many years ago, most military training or classes were one direction, the instructor to the student. I am happy to say times are changing and the new curriculum for military training and classes now encourages discussion as a method to ensure the subject matter is heard, understood, and acknowledged by each student or participant.
According to Svinicki, et al. (2014), Instructors or teachers use discussion techniques for various reasons. One reason is to assist students or participants to think outside of the box. A second reason is to hear different opinions or positions and allow the student or participant to form their own opinion. A third reason is to encourage the student or participant to continue to study or investigate the subject matter for further knowledge. A fourth reason is to assist the student or participant to communicate the knowledge they have gained. A fifth reason is responses are immediate during discussions which ensures the provided information was received accurately. The final reason is that communication among students or participants is sometimes the best instructor or teacher (pg 39).
Svinicki, et al. (2014) mention several tasks for the instructor or teacher when it is time to prepare for when teaching by or with discussion. The instructor or teacher will need to help students prepare for discussion. My technique for preparing my students or participants is to inform them that the class is interactive, without their interaction, they will get very bored listening to me for the next hour. Once the students or participants start engaging, I must keep “the good times rolling”. I do this by walking around the room as much as possible, making eye contact, and sometimes repeating what they say for clarification or if others could not hear. At times, students or participants may have opposing views, I typically will help the discussion along by reminding them that we all can agree to disagree. The most important task, in my opinion, is ensuring the student or participant knows that I am listening, and I care.
Starting a discussion with a Common Experience
Years ago, David Letterman had a “Top Ten” list that he would present during his late-night show. I borrowed his concept and developed a Top Ten Areas of Concern during your Transition list. At the beginning of the transition class, after the introductions were done, I would give each student a blank list and give them 15 minutes to identify their personal top ten areas of concern. I would ask for volunteers to share one of their concerns, not repeating what has already been addressed. This activity opened up communication within the class as everyone realized everyone else has some of the same concerns or sometimes, created more concerns because of a new thought.
Starting a discussion with a Question
One of the subjects I facilitated was a financial briefing for personnel arriving at their first duty station. This briefing was four hours long, with a 10 min break after 50 minutes of instruction. After the initial introductions were accomplished, the first question I asked was, where do you want to be financially in 20 years? I usually got the type “rich” response then I would ask what rich looked like. Some other answers were “comfortable”, or “retired”, and each time I would ask what that looked like to the individual. This encouraged the student to reflect and articulate their thoughts. Brookfield (2013) discusses five themes of critical thinking. The one that I associate with the most is concrete experiences through case studies, critical incidents, simulations, and scenarios. Due to my misfortunate financial experiences, I was able to provide scenarios that were relatable to each student.
Moving Things Along
One of the most challenging things to do is to move the discussion along especially when the discussion is good, the students are engaged, and no sidebar conversations are happening.
Projective Teaching Demonstration
As I plan my own teaching demonstration, I am considering starting with questions. I am considering three different theories: the psychoanalytic theory which holds that present-day psychological problems are influenced by past relationships and experiences; the cognitive theory which considers psychological and emotional difficulties when their thinking is out of sync with reality; or behavioral theory which holds that people engage in problematic thinking and behavior when their environment supports it.
Brookfield, S.D., (2013). Powerful Techniques for Teaching Adults. Jossey-Bass.
Svinicki, M.D. & McKeachie, W.J., (2014). McKeachies’s teaching tips: Strategies, research, and theory for college and university teachers (14th edition). Cengage.
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