Instructing in Todays Diverse Classrooms

 There are many different diversities that I could discuss when reflecting on my past classes... culture, age, and learning styles to name a few. That being said, one that I focus on early is the learner's prior knowledge as well as the different learning styles in the classroom. 

On day one I start off the class with 3 basic questions.

What drew you to this program? 

What do you think you know 100% about electrical before we start? 

What are you most excited to learn about electrical during this course. 

These questions are my quick and relatively stress free way of allowing everyone a chance for their voices to be heard, while giving me a glimpse into what their prior knowledge about electrical is while also giving me ideas as to the thigs they are nervous to learn and what they are excited to learn. 

While this day one exercise is helpful in determining the learners prior knowledge it is also a great way to assess diverse learning styles, allowing me to see which students are more extroverted and excited for their turn to speak. While others are more introverted and quiet or nervous to speak. This gives me insights into which students will benefit from being asked questions and put on the spot and which learns will not benefit from this styler on interaction in the classroom.

All Adult Learners Should Be Treated Like Adults

Our students don't act like this... If Adults Acted Like Kids (click it) Don't teat them like such.

 While reading "The skillful teacher" one of the four assumptions about a skillful teacher is the ability to treat all adult learners, regardless of age, as adults (Brookfield, 2015). 

This seems so obvious at a glance and to some instructors it may never be an issue or a concern.        For me... in my foundations electrical class I often have dual credit students who are 17 years old mixed in with 20, 30, and even 40 year old students. 

I firmly believe that it is one of my duties as a trades instructor to treat everyone as an adult and how to communicate as an adult. One of my truths as an instructor is that I am very student driven. I want all my students (who want it for themselves) to be successful.  It isn't just that I want them to succeed on their exams... I want them to succeed in getting a job, succeed in their apprenticeship and eventually succeed in their Red Seal. All of these successes are dependent on the students overall ability to be an ADULT. All learners regardless of age have something to contribute, in electrical even more so. Almost everyone has some basic understanding of electrical, even if it's just that a switch turns on a light. In this case it is my obligation to give everyone a chance to speak their mind, and be heard when they speak... at the end of the day isn't this what being an adult is?   

Another reason I believe in treating adult learners as adults is because society will treat them as adults. Students successful in my class will hopefully join the workforce, eventually having their very first day on the job. 

Oh... my.... what can I even say. It is the worst feeling in the world, everyone has experienced day one of a new job but not everyone has experienced day one in the trades. 

Would I have done that student a service treating them like a teenager in my class to them go out and join a very (alpha) male dominated workforce? 

Would I have done that student a service by not sharing with them my experiences and stories from past day one experiences because I viewed them differently then the adult they are? 

I continue to go back to this chapter and re-read and reflect on the other core assumptions of skillful teaching, something I expect the author knew we as instructors would do. 

What I Value As an Instructor

 I have been facilitating electrical knowledge to the next generation of trades people for just over 3 years. In this time, I have been faced with some hard decisions, sad conversations, and poor exam results. This is not to say there haven't been good times, fantastic times even, which have lead me to learn, grow, and focus on becoming the best facilitator of knowledge I can be. In my time in the classroom I have noticed 3 main values start to emerge. 

Firstly, I am 100% student driven. My goal every day is to see my students grow, learn, and succeed at applying the theoretical knowledge from the classroom to the practical knowledge of the shop. 

Next, I tend to focus on the apprenticeship of students, whether that be using the more skilled students in the room to mentor others, or by bringing in experts from the electrical field to demonstrate skills and answer questions about the electrical field. 

Lastly, I like to focus on the information, and how it is transmitted, using a multitude of techniques and methods. I use PowerPoints that explain the information. Then I use worksheets for the students to practice the skills required for the learning objective. Finally the students use the labs to apply the knowledge from the lesson to further understand the material covered in the learning objectives.