These are three of six secrets I learned many years after entering the classroom as an educator and after getting my hands on a copy of Ken Bain's What the Best College Teachers Do. (And, yes, I wish I had this book before I started teaching!)
I have found the time has now come to no longer keep the secrets to myself or within the four virtual corners of my online classrooms; here are quotes from Bain's book that led me to those secrets, and I trust they will lead you to discover/uncover some teaching secrets of your own!
Bain writes "We cannot take single pieces … and simply combine them with other, less effective or even destructive habits and expect them to transform … teaching …" (p. 20).
He goes on to suggest instead we should "… make a systematic and reflective appraisal of … teaching approaches and strategies, [and ask 'Why do you do] certain kinds of things and not others[?]'" (p. 21)
So here's secret #1: Just as adding fresh herbs to a piece of burnt fish does not make it better neither does adding effective teaching practices to a collection of less than effective approaches improve the classroom experience. Make a conscious effort to review, reflect, and revamp.
On January 27, 2017, I had the privilege of spending the day with several faculty members at Doña Ana Community College in Las Cruces, New Mexico, facilitating an edtech workshop entitled "Turn It App a Notch: Tools for a More Engaging iPad Educational Experience," and the richness of the conversations was mind-blowing!
Within the first minutes of the workshop, we began a conversation focused on what participants needed from me, the facilitator, and each other - essentially, their classmates - during the course of the workshop to make it a positive and productive experience for them.
And I want to pause now, and ask that you notice this breaking of patterns. Think back to the last time you attended a workshop; it is quite possible the facilitator had already reached conclusions about the participants' needs without actually gaining their input. Now, you might think "Bridgett, is that not ambitious and a bit challenging for the facilitator to wait until the actual workshop to get this information and then authentically and sincerely act upon it right there in front of a live audience?"
Yes, it can seem like a heavy weight on the shoulders and a high level of accountability; however, when you invite participants to make such a list, you show you care, and when you show you care, it makes it easier to accommodate the list of needs. Really! It does. It turns the workshop in to a conversation ... into an experience that makes everyone feel his/her interests and needs are in mind. And it feels SO GOOD to immediately hear participants' voices because the workshop is about them! It feels like standing back and gliding brush strokes of colors onto a blank canvas without worries of restricting borders or having to follow a set pattern!
Now back to the experience and how we REALLY discovered what it means to break some patterns in the classroom ...
I combined my pre-determined list with the participants' combined list of what they needed in order to have a beneficial learning experience in the workshop, and the amazing revelation at which we arrived was ...