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Facilitator: Ms. Queenie A. Y. Lee Trained Counselor & Former Lecturer ( Psy ) of CIE, HKBU

Corporate Training for FSTE (2014 Summer) Module 2: Understanding Students of the Self-financing Tertiary Education Sector in Hong Kong. Facilitator: Ms. Queenie A. Y. Lee Trained Counselor & Former Lecturer ( Psy ) of CIE, HKBU queenielee@yahoo.com. Warming-up. Say “ Hi ” ! 

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Facilitator: Ms. Queenie A. Y. Lee Trained Counselor & Former Lecturer ( Psy ) of CIE, HKBU

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  1. Corporate Training for FSTE (2014 Summer)Module 2: Understanding Students of the Self-financing Tertiary Education Sector in Hong Kong Facilitator: Ms. Queenie A. Y. Lee Trained Counselor & Former Lecturer (Psy) of CIE, HKBU queenielee@yahoo.com

  2. Warming-up • Say “Hi”!  • Share with 4 to 5 people your name, the institution you are teaching and your course area(s)

  3. Getting to know you ^^ In about one minute, • Please tell us your name or how you would like to be called (e.g., your nickname) • Tell us ONE thing that is quite interesting/special about yourself 

  4. You wanna know about me?

  5. Question for your reflection: • What tactics have I employed at the beginning of the class to connect with you, the learners?

  6. <Debriefing> • Personal Significance& Familiarity • It is worth the time and effort to get to know our students by their names  (1) better rapport built and (2) more personal significance given to each • Letting students know a little more about you also helps building rapport and a humanisticclassroom  Could you suggest other ways? : )

  7. 3 Foci of Session 1: Q: What do you expect to learn today? (CILO!!) • The characteristics and learning styles of different clusters of sub-degree students • Difficulties faced by the sub-degree students in their learning—Etiologies & Solutions • Different Types of Learners—Which Type are You?

  8. (I) Group Discussion • In small groups (better if you group with teachers who serve the same cluster of students like you do), think of as many adjectives/descriptions as you can to describe the learning styles or characteristics of your students • Examples: • Creative  • Weak in languages 

  9. <Debriefing> • Our students are NOTvery different from what we once were when we were younger • Better to take away our stereotypes and get to know our students as who they are

  10. (II) Is this a Common Phenomenon in Your Classroom??

  11. Usual Responses by Laypersons or even Teachers:(which don’t help at all!) 川漢背13歲殘障子日行29公里上學 <明報> 22/2/2014

  12. What could be the problem(s) behind our students’ difficulties in learning ? • Tardiness • Wrong study methods (e.g. rote-memorization only) • Lack of supervision at home since young • Other family reasons or problems • Low in abilities in some academic areas & no sense of achievement for years • The mode of learning in secondary school • The mode of assessment (in internal & public exams) • Special Education Needs (SEN)

  13. So What can We Do? • Change the mode of learning & assessment (e.g., group work, project work, role-play, presentation, video-making, collage) • Be more encouraging ourselves as teachers • Be more accepting of where our students are • Let them experience a sense of achievement (how to?)

  14. (III) What Type of Learner are you? A Psychological Test  • Complete the quiz given to you to find out what type of learner you are!

  15. <Debriefing> • You are of different types when it comes to learning • Your students are the same  so “one size cannot fit all!” • Try to differentiate your learning-and-teaching tasks

  16. Which strategy do you use most often?

  17. Bloom’s (1956) Taxonomy of Instructional Objectives

  18. Sharing Effective T&L Approaches • In a group, share ONE teaching & learning activity you have used that • you think is effective for students’ learning • your students find interesting/useful/inspiring : )

  19. Session 2: The Two Foci: • Ways to build rapport with the students to strengthen their motivation to learn • Effective classroom management strategies that can improve your teaching and students’ learning

  20. Activity 1: How to begin a class in a more affectionate way?  • Can you suggest 3 ways how you can begin a lecture to enhance students’ interest / human touch in the classroom? • Asking students what their day is like  • …… • …… Tip: Respond to students’feelings if you can 

  21. <Debriefing> Advantages of showing your care to your students in the classroom? • You show them you are a human, with flesh and blood and feelings  more understanding about your expectation / difficulties in teaching them • You demonstrate to them how to care about other people • You know more about your students as individuals, not just ‘objects’  better relationship  better learning and teaching A brief note on “CARE”…… “You can pretend to care, but you can’t pretend to be there” ~ by Professor Sidney Chung Sheung-chi

  22. Activity 2: How well do you connect with your students? • Refer to the handout “Teachers’ use of school connectedness strategies based on feeling positively connected to students” • Check those strategies you have been using • Check those strategies you hope you will be using  Source: Vidourek, R. A., King, K. A., Bernard, A. L., Murnan, J., & Nabors, L. (2011). Teachers' Strategies to Positively Connect Students to School. American Journal of Health Education, March/April 2011, Vol. 42 (2)

  23. Activity 3: Effective Classroom Management Strategies to help students learn effectively(A case-study approach) • Form yourselves in small groups of 3 to 4 people. • Imagine you are facing the situation described on the paper  • Role-play the situation and the solution (5 min) • The scenario you encountered • The student’s behavior • Teacher’s (your) response • What you wish could be done to handle it better as you look back now 

  24. Summing-up some effective strategies…. • Get to know the nature of the problem bothering the student(s) concerned • Personal? • Interpersonal? • Family? • Ability? Motivation? • Financial? • Illness? (physical/psychological?) • Show you genuinely care • Admit you may not be able to solve all the problems by yourself / at one time • Tell the student(s) they can turn to you for support/advice

  25. <我不原諒中國教育>一個90後對中國教育的批評和反思鍾道然著<我不原諒中國教育>一個90後對中國教育的批評和反思鍾道然著 易中天序 「受教育者喪失了自我，是因為我們的教育丟掉了根本。今日之中國，學校是工廠，院系是庫房，班級是車間，學生則是流水線上批量生產的齒輪和螺絲釘，只不過有的鍍金，有的鍍銀，有的壓了塑料膜。但指導思想和生產模式，則是一樣的。

  26. 目標， 是「望子成龍」； 標準， 是「成王敗寇」； 方法， 是「死記硬背」； 手段， 是「不斷施壓」，還美其名曰「壓力即動力」。

  27. 至於孩子們是否真實，是否善良，是否健康，是否快樂，沒有人去想。最需要「以人為本」的領域，卻最不拿人當人，這真是一個奇蹟！這就不能原諒！」至於孩子們是否真實，是否善良，是否健康，是否快樂，沒有人去想。最需要「以人為本」的領域，卻最不拿人當人，這真是一個奇蹟！這就不能原諒！」

  28. Summing up……How to establish a conducive learning environment for our students? 「學校教育到了現在，真空虛極了。單從外形的制度上、方法上，走馬燈似的更變迎合，而于教育的生命的某物，從未聞有人培養顧及。 好像掘地，有人說四方形好，有人又說圓形好，朝三暮四地改個不休，而于池的所以為池的要素的水，反無人注意。 教育上的水是什么？就是情，就是愛。教育沒有了情愛，就成了無水的池，任你四方形也罷，圓形也罷，總逃不了一個空虛。」 《愛的教育》序 ~夏丏尊先生

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