Teaching Skills in Further and Adult Education by David Minton

By David Minton

This best-selling textual content has been absolutely revised and up-to-date for the hot urban & Guilds 7302 award and levels one and of the 7407 award. in addition to being counseled through urban & Guilds and written in response to the recent awards, the booklet advantages from David Minton's adventure in instructing FE and grownup schooling lecturers. he's capable of supply perception into functional elements of the way to supervisor a school room and get the task performed in occasionally tricky conditions.

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Inevitably you, the teacher and the students will all have your own feelings about the experience. Quite often these strongly influence what happens. You are extending your experience by sharing that of others. In order to do that, you have to be receptive and alert; you must arrive at the experience with questions. You cannot simply be passive and ‘let things happen’. CHAPTER 3 OBSERVING OTHER TEACHERS The time: Learning goals for this class: Go armed with questions The information above will help you to make sense of what you observe.

It is recognised that changing behaviour means changing not only what people do, but the way they think of it: their attitudes to themselves and the things they are asked to do. To take an extreme example, if I propose to walk across a wooden plank suspended far above the ground between two high buildings, I must know that I can do it. I must have a firm belief in my ability. How do I get the belief or the knowledge unless I actually do it? It is not unlike a pilot, perhaps, who is mentally prepared for any emergency that might happen, but which s/he has never faced before.

Because the use of skills is only one part of what makes it possible for me to be effective in a given situation, I must integrate my skills with all the other things I need, such as confidence, intelligent decisionmaking and so on. In teaching, it is what the students do in order to learn that matters, at least as much as the skill of the teacher. A skilful performance by the teacher, impressive as it may be, will be of no value unless it also engages students actively in learning. Early arguments for ‘competency training programmes’ were based on the assumptions which underlie this approach to training.

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