List Members....
Apologies for cross-posting.
I make this pitch one time each year, and usually at the beginning of the
School Year.
Have no affiliation with Rick Reis, Ph.D. or Stanford University.
Dr. Reis and his Staff put a great deal of time and effort in coming up with
timely and most of time very useful posting about some aspect of Education. No,
not every post will relate to you, but I think you might be surprised at how
often it is something you might tuck away for another time. Have also been very
impressed at how they have stayed quite current with Educational trends, like
Technology. It is not a list that you can post to, although if you have a topic
or have written a worth paper, he certainly would be worth contacting. The
posts come out only, I believe 2x/month during the school year and you can just
look the header and see if it might be down your alley. They are archived on
the web, and that is all explained below. I am bit of a hoarder-type, so for
some odd reason I save each one in a folder on my e-mail program. Now, that is
just plain neurotic!
This could be for new/younger folks in the Education business, but I have had
veterans and even retired people e-mail me and agree with my thoughts and
opinions on this, let's call it a Newsletter. I know, your saying....geez, one
more e-mail I have to look at. Understand, but the beauty is that He/They seem
to not only provide a very accurate Subject Line, but they also give a brief
abstract at the beginning of each posting.
Anyway, it with very high regard that I recommend you join this incredible
list. I am not real big on Educational Theory, but this production seems to be
more Practical than anything else.
As I was typing this....was not exactly accurate about no connection to
Stanford. For College and Pro Football fans, I know there are some out there.
This has nothing to do with this e-mail. Harbaugh is the former Coach of
Stanford and now has moved onto the NFL. He is a U. of Michigan graduate and
former standout QB. Well, did my grad work at U of Michigan, can't stand their
Football. Harbaugh, seems like a good and decent human being, even though he
did play at Michigan! Not sure why, but I'm a Michigan State U. fan through and
through!
Ok, here's the latest Tomorrow's Professor. Directions on how to join are at
the bottom. I believe there are something like 25,000 subscribers, so something
interesting is happening here.
Thank you.
Mike Nolan....see below
In this short article we, a lecturer and a student, introduce the concept of
Teaching by Walking Around (TBWA) and attempt to draw similarities with
Management by Walking Around (MBWA). We also explore the strengths of TBWA
against the current trend of on-line delivery of university courses and the
opportunity to differentiate traditional teaching and learning from on-line
delivery.
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"Desktop faculty development 100 times per year."
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Check out the Tomorrow's Professor Blog at:
http://derekbruff.org/blogs/tomprof/
Folks:
The posting below looks at ways to connect more directly with your students
particularly in large lecture classes. It is by Shantha P Yahanpath and Shan
Yahanpath and is reprinted with permission. Dr Shantha P. Yahanpath, Principal,
Agape International and Lecturer, CQ University, Sydney. Shan P. Yahanpath,
Area Detention Coordinator, Logistics (Australia, New Zealand and South
Pacific), Hamburg S ü d Shipping Line, Sydney and Current Master of
International Business Student, The Sydney Business School, University of
Wollongong.
Regards,
Rick Reis
[email protected]
UP NEXT: Helping Faculty Members Sharpen Their Focus
Tomorrow's Teaching and Learning
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Power of Teaching by Walking Around (TBWA)
In this short article we, a lecturer and a student, introduce the concept of
Teaching by Walking Around (TBWA) and attempt to draw similarities with
Management by Walking Around (MBWA). We also explore the strengths of TBWA
against the current trend of on-line delivery of university courses and the
opportunity to differentiate traditional teaching and learning from on-line
delivery.
Lectures are the backbone of university curricular worldwide, and can make or
break a learning experience. Often, lecturers are the main party
responsible
for the success of this learning experience. They are like the “customer
service staff” of a university or college. Some lecturers deliver a lecture to
satisfy the minimum requirements while the others will passionately try to
impart knowledge to their students. Apathy created by the minimum requirements
approach often has negative effects on students, who might have paid large
amounts of money in the hope that a university degree will improve their career
prospects, and perhaps assist them in achieving their dreams. The apathy is
part of the grand “emotional barrier” (Bligh 1985) that exists between lecturer
and student during a lecture. One of the characteristics of this emotional
barrier is the physical distance between lecturer and student. Other
characteristics could be differences in age, education and experience. The
reduction of the physical distance in order to achieve better learning
outcomes, including a more interactive class, an engaged audience and a better
understanding of students’ needs is critical to the survival of the traditional
face- to-face learning.
Future of Face to Face Learning
In the midst of a proliferation of cost effective online courses, universities
will have to differentiate in order to charge a higher fee for similar courses
with face- to-face contact. This is the main challenge for differentiation in
order to charge a premium price.
TBWA is the concept of the lecturer reducing both the physical and emotional
distance between the lecturer or her and the students. As a result, they become
more empathetic towards the students. This might be the distinct advantage of
face-to-face teaching over online teaching that will command a premium price.
The general concept is not new, as Management by Walking Around (MBWA) was a
term coined by David Packard co-founder of Hewlett-Packard, in the 1940’s and
later formalized by Tom Peters (Peters 1985) as Management by Walking Around
(MBWA). This was a concept of breaking down the rigid, hierarchical management
structures that existed, to improve the effectiveness of organisations and
develop empathy between management and junior staff. Likewise, TBWA breaks down
the emotional barriers, thus forming empathy and improved effectiveness of the
teaching and learning experience on both sides (lecturing staff and students).
Teacher the relationship builder
Modern sales techniques place emphasis on the importance of relationship
building. It goes as far as to say: build the relationships and sales will come
in good time. Relationship-based sales are high-quality sales. The same applies
to teaching. Relationships help communicate the message and develop an overall
understanding of the students’ needs. Overseas students in particular expect
the teacher to play a strong role in building a relationship. This, when done
properly, could not only benefit the student but also enrich the teaching
experience for the teacher. It is essentially free flow of information where,
with the help of a deep relationship, both the teacher and the student break
down the barriers to achieve effective communication.
Recently, I was asked to take a class three weeks into the term. I took up the
challenge and prepared for the fourth lecture, and to highlight the practical
relevance of this Financial Planning class, I also took some copies of relevant
articles. As usual I wanted to spend the first fifteen minutes linking lecture
four to what they had done in the first three weeks and “set the scene” for the
topic of the fourth lecture. So I asked the class “What have you done so far?”
and the answer was “nothing much, he just read the PowerPoint slides.” Jokingly
one student went as far as to say “we finished the class very early though”.
Students’ frustration was quite evident from their comments.
Teacher the listener and helper
With TBWA the teacher gets the opportunity to assess particular needs of the
students and assist them accordingly. Often students will not “ask” for help
until the teacher builds empathy-driven relationships. TBWA gives the
opportunity for the teacher to get closer to the student so that even the “shy”
student feels comfortable to ask questions. Some students may not talk but just
whisper. The disturbing reality is teachers seldom hear the students’ whispers
when they teach from the front; they are enjoying their own PowerPoint shows
while feeding their egos (Felder 2005). Weaknesses of such lectures are well
documented.
If a teacher is willing to help and treat teaching as a “calling” rather than
just “another job”, then there are real opportunities to make real differences
in the lives of young people. Once a red-eyed student looked very tired and I
asked him whether he had been studying till early hours of the morning. The
student quietly replied “No sir, it’s the Facebook”.
Teacher the counselor and motivator
Some undergraduate students in particular will benefit from the counselor role
as much as from teaching. A young student from Mongolia highlighted this need.
She was quiet (and perhaps fearful) and did not participate until I talked to
her after the lecture. For the first time, she had left home and was totally
fearful of the environment. Only after establishing a counselor-like
relationship, did the student actively participate in class. Breaking the
emotional barrier appears to be instrumental in enhancing the learning
experience. The student not only did well in Financial Planning but also
developed a positive attitude towards the rest of the undergraduate subjects
she had to complete.
As Seligman (2002) puts it one could re-craft any job to a higher calling.
Likewise, we can also re-craft teaching just for a paycheck to a higher calling
– a vocation with passion. Those who teach mainly for their paycheck are
undoubtedly keen to do a “quick job” and move on. This is especially true for
the visiting and part-time staff.
Teacher the provocateur
To facilitate effective teaching, a lecturer should, to some extent, be
selectively provocative in a non threatening manner. At the same time, the
lecturer should be sensitive towards the students’ learning style and needs. It
is a delicate balance. Effective facilitation requires “a degree of
provocation” to encourage the students to think and realize that without active
learning, teaching alone will not deliver good results. To impart knowledge,
there is no magic formula in the absence of learning (or willingness to learn).
Some students may need continuous reminders to highlight the importance of
learning. Here teachers may even have to step into their “provocateur role”.
When teachers depend on PowerPoint they become passive teachers and the
students view lectures as a spectator sport. But, we all know that learning is
no spectator sport.
However, provocation of students negatively could also confuse students. A
lecturer teaching Applied Finance endorsed himself as a theorist at the outset.
Indeed, the lecturer may have a theoretical bias in his research interests. But
the students were taken back. They were confused as to why a lecturer who is
not flexible enough to move away from his research area for the students’ sake
is teaching them.
Benefits of TBWA
Some of the benefits of TBWA are:
• Students feel the presence of the teacher - the teacher is no distant
object and not just a PowerPoint reader.
• There is a free and open exchange of communication (ideas) - students
will understand the importance of learning and active participation.
• Students receive timely and high quality feedback - as the teacher
walks around the students should be asked relevant questions.
• Opportunity to develop mutual respect – as the teacher get closer to
students there is an opportunity to develop mutual respect.
• Enrichment of teacher’s teaching and student’s learning – mutual
respect will also enrich the teaching and learning experience.
• Opportunity to understand unspoken words (body language) – this will
be one of the key benefits of TBWA.
• Differentiation of face to face learning from freely available on-line
learning – this is necessary to attract full fees.
• Establishment of long-term relationship between teacher and student –
mutual relationships in class may grow well beyond the classroom.
The above benefits could become the key drivers of differentiation in product
delivery and, therefore, such differentiation could be absolutely necessary for
the future survival of the face-to-face teaching and learning. Moreover, the
real joy of teaching will flow when lecturers consider teaching as a “calling”.
Recently, a student summed it up “The purpose of this email is just to say
special thanks to you on being such a great teacher (lecturer). I enjoyed being
your student a lot and on exam day I was jubilant to see the exam as it was the
easiest in my life. My concepts in finance are crystal clear and this is
because of your dedication and passion towards your profession.”
Potential downside of TBWA
If the lecturer is not thorough with the material then leaving the podium and
the PowerPoint pack would be a daunting task. TBWA requires the teacher to be
at least familiar with the key messages to be delivered. Once a key message is
on the board or on PowerPoint, then, the teacher can walk around. There is no
need for the notes but the skill to elaborate on the key messages while walking
around and prompting students. If a teacher is not comfortable in physically
walking around at least the teacher’s eyes could do the “walking around”. This
needs to be practiced.
Economics of TBWA – opportunity for high value pricing
Against a wave of online learning initiatives even from elite universities, the
traditional teaching and learning will have to add value in order to command a
high-value or a premium price. Porter (1985) emphasized the importance of
sustainable competitive advantage. How could universities derive sustainable
advantage? Already, some universities have made the decision to “down size”
and let go of hundreds of, once valued, academics. Kotler (2003) developed nine
pricing strategies that can reflect the pricing of university courses as well.
Without overcharging or perceived overcharging, universities will have to
differentiate the product in order to attract a “high value” or a “premium”
price. The teacher will have to play a number of key roles as discussed above
in order to differentiate face-to-face learning from online delivery. Just like
Management by Walking Around (MBWA) took the manager out of the office Teaching
By Walking Around (TBWA) will take the teacher out of the comfort zone of the
podium and the PowerPoint slides.
Against this background we need to question whether the future of face-to-face
teaching and learning is, in fact, in the past. That is, we may have to go back
to small classes with personalized delivery supported by e-learning tools.
References
Bang, J, 2006, eLearning reconsidered. Have e-learning and virtual universities
met theexpectations, e-Learning Europa 30 May 2006
http://www.elearningeuropa.info/en/article/eLearning-reconsidered.-Have-e-learning-and-virtual-universities-met-the-expectations%3F
Bligh, D, 1985, What’s the Use of Lectures?, Journal of Geography in Higher
Education, 9:1, pp105-106.
Felder, R, 2005, Chemical Engineering Education, 39(1), 28-29 (2005).
Kotler, P, 2003, Marketing Management 11th Edition, p472, Prentice-Hall
Publishers-Pearson Upper Saddle River, New Jersey.
Peters, T and Austin, N, 1985 MBWA (Managing By Walking Around), California
Management Review, Fall 1985 Vol 28 Iss 1 pp9-34.
Seligman, M, 2002, Authentic Happiness:using the new positive psychology to
realise your potential for lasting fulfillment, Random House Australia,
Australia.
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