Course Title:
Teacher Training
Intensive
Date Offered: June 6-8, 2008
Times: Friday, Saturday & Sunday; 9:30am - 6:00pm
NCBTMB Approved Continuing Education: 21 Contact Hours
Cost: $400
Registration Requested By: May 16, 2008
Who May Attend: The intensive is primarily intended to
enhance the skills of teachers in board-approved massage schools and
colleges. Participants can expect to explore principles of adult
learning theory, become more comfortable with the essential
paperwork required of a massage school teacher, and improve their
presentation and classroom management skills.
Teacher aids or licensed massage therapists with at least two years
practicing massage therapy who wish to teach in massage therapy
training programs may also enroll in the intensive.
What To Bring: You will
receive more information upon enrollment.
Course Description:
Component descriptions:
Preparing and
utilizing a syllabus: A properly prepared syllabus serves as
a communication tool for teachers and students. When students
know what is expected of them and what to expect of their
teachers, communication, classroom management, and student
performance are greatly enhanced. When teachers learn to
clearly define learning objectives, student learning can be
measured with assurance and fairness. This workshop is designed
to teach participants how to design a syllabus and how to write
measurable objectives and corresponding performance standards.
Presentation
Skills: To effectively impart knowledge to students, good
presentation skills are required. The workshop begins with an
introduction to the principles of Adult Learning Theory,
including instructional strategies for the adult learner, and an
examination of the qualities of a good teacher. We will also
cover public speaking skills, demonstration skills, and how to
effectively supervise the practice of hands-on skills that have
been taught.
Development and
implementation of lesson plans: Lesson plans are for the
teacher. They reflect the teacher’s preparation and planning
for each class and ensure that learning objectives and
priorities are adequately addressed during the time spent in
class. They help the teacher to manage her time while
teaching. A good lesson plan includes activities that address
the different learning styles of students. We will discuss how
to design lesson plans and learn a standard format for writing
lesson plans.
Dynamics of the
teacher/student relationship: The student/teacher
relationship has great impact on every individual’s life. As an
adult we look back on our life and gratefully savor our
experience with those “great” teachers who came into our life.
Their impact and influence on who we are today is often the very
reason we ourselves become teachers. What was it about those
outstanding teachers in our life that still brings up feelings
of appreciation, and even love, to this day? And how can we
develop those same qualities of greatness in ourselves? We will
also discuss the impact of past negative experience with
teachers, both for students and ourselves and strategies for
diminishing the learning mindset accompanying such experiences.
Evaluating student
performance – are they getting it? We will examine some
common evaluation methods, when to use each, and what they
measure. Written testing, it’s various forms, such as,
recognition, naming, describing, and essay, and how to design a
test that reflects learning objectives, will be covered. We
will explore ways of evaluating hands-on work, and determining
whether students have met performance standards. We will
discuss the ambiguities of giving credit for classroom
participation, and ways of objectively measuring participatory
classroom activities. We will also discuss quizzes and
homework, and their dual role as a learning tool and a method of
evaluation.
Classroom
management: We will begin with an overview of the
principles of group dynamics. To manage the classroom a teacher
must step into a leadership role, facilitating the group
dynamics of the classroom so that a safe environment, conducive
to learning, is established. The teacher must adopt a uniform
policy for expected classroom behavior, and facilitate the group
process required to cooperation. We will also discuss how to
deal with the disruptive student, how to handle feedback between
students, and student feedback about your teaching practices,
how to avoid favoritism, and how to address student’s body
issues while learning massage. We will discuss how to
accommodate the student with special needs.
Learning Outcomes:
Preparing and
Utilizing a Syllabus:
At the conclusion of
the class, participants will
-
Know at least three reasons why having a
properly written syllabus for their course is considered a
valuable teaching tool.
-
Be familiar with, and
understand how to use, the ten suggested sections of a
syllabus.
-
Know how to identify and
write learning objectives for a course.
Presentation
Skills:
At the conclusion of
the class, participants will
-
Identify five characteristics of adult
learners.
-
Identify five ways to present
learning material.
-
Establish usage guidelines
for each style of presentation.
-
Identify at least one
strength and one weakness for one presentation style.
-
Name 3 resources for feedback
on your teaching
Development And Implementation Of Lesson Plans:
At the conclusion of
this course, students will be able to:
-
Successfully use a standard format for lesson
plans.
-
Obtain the NCBMBT
requirements for lesson plans
-
Choose lesson activities that
address the diverse learning styles of students and
accomplish the objectives of the course
-
Sequence instruction for
maximum student learning
Dynamics Of The
Teacher/Student Relationship:
At the conclusion of
this workshop each participant will:
-
Clarify her motivation to teach.
-
Gain insight into how her
personality affects classroom learning
-
From the list of
Characteristics of a Good Teacher, identify 5 strengths and
3 weaknesses; formulate a plan to address the weaknesses
identified.
Evaluating student performance–are they getting it?
At the conclusion of
the class, participants will
-
Be able to design a complete method of
evaluation for a course appropriate to the learning
objectives and performance standards for that course.
-
Be able to design testing
that appropriately measures learning based on the stated
learning objectives for a course.
Classroom Management
Upon completion of
this unit each student/participant will be able to:
-
Describe 3 keys to successful classroom management.
-
Identify the disruptive student and build a list of
strategies for dealing with the disruptive behavior
exhibited.
-
Recognize how cliques and gossip can impact on your
teaching.
-
Develop a logistical plan for the classroom and maintain
that plan over time.
-
Identify your strengths and weaknesses in classroom
management and choose one weakness to focus on for
improvement when you return to the classroom.
Instructor Bio:
Nancy
Toner Weinberger, BS, LMBT -
Nancy Toner
Weinberger has
been a professional educator since 1970. Her teaching experience
includes eight years of staff education and training at a major
psychiatrichospital, where she taught adult learning theory and
presentation skills to educators, and ten years of teaching at her own
learning center, the Long Island Center for the Healing Arts. As
Director of the Medical Arts Massage School in Raleigh from 2001 – 2003,
she first developed the Teacher Training Intensive in response to
the needs of the faculty. Guest speaking engagements include
universities, public agencies, and professional conferences, including
the Trager® International Conference, and AMTA state and regional
conferences. Nancy Weinberger is approved by the National Certification
Board for Therapeutic Massage and Bodywork (NCBTMB) as a continuing
education Approved Provider.
She has been a licensed massage
therapist since 1976, and a certified Trager® practitioner since 1985.
Her professional skills also include energy work, breathwork, and
counseling in mind-body health concepts, including meditation,
visualization, pain relief, enhanced creativity, stress reduction, and
exploration of altered states of mind. Nancy
originally studied Therapeutic Touch with D. Krieger and Dora Kunz; she
taught Therapeutic Touch for 20 years and now teaches her own original
interpretation of the human energy field structure, which is also
incorporated into her breathwork style. She holds numerous
certifications in health and bodywork, a BS in Psychology and an AS in
Biology/Physics.
Nancy has extensive experience
working with both groups and individuals. She has a down-to-earth style
that is refreshing and comfortable. Her insight, compassion, and
competence combine to bring out the personal best in every workshop
participant. Currently, Nancy has a part-time private practice, writes
and teaches.
Her company name is Dynamic
Equilibrium which you may read about at
http://www.dynamicequilibrium.com.
Click Below For
Information About Nancy's Other Courses
At Miller-Motte in 2008
-A Body/Mind Approach
to Releasing Habitual Tension Patterns
-Ethics: Focus on
Transference/Countertransference
-Teaching Skills for
the Workshop Leader