Course Title:
Teaching Skills
for the Workshop Leader
Date Offered: October
17-19, 2008
Times: Friday, Saturday & Sunday; 9:30am - 6:00pm
NCBTMB Approved Continuing Education: 21 Contact Hours
Cost: $400
Registration Requested By: October 2, 2008
Who May Attend:
Those
who aspire to teach at the professional continuing education level.
If you are not
currently teaching, but want to begin, the following is
recommended :
-
Minimum 4
years utilizing the modality to be taught in a full-time
practice.
-
Advanced
certifications in the modality or approach to be taught
and/or in related approaches, including certification to
teach if that is customary in the modality.
-
Clear cut ideas
for a course to the point that parts of your ideas are
already in writing and perhaps
parts of it have been preliminarily taught informally.
What To Bring: You will
receive more information upon enrollment.
Course Description:
In this 3-day
hands-on course, those who aspire to teach at the professional
continuing education level will prepare for the application
process and delve into the principles of adult learning:
-
learn how to write and effectively use a syllabus, lesson
plans and learning outcomes
-
choose and use teaching strategies that engage your
students’ interest
-
hone
your presentation skills to bring in rave reviews
-
develop a step-by-step plan for obtaining the certification
that’s right for your course
Module Descriptions:
Preparation
Equals Success: It can take as much as a full year to
properly prepare for a three-day workshop that you have
never taught before. Preparation includes establishing the
need for your course, determining the content, distilling
the learning objectives, and professional marketing. You
will learn about the essential components of such a plan.
You will learn how to develop the content of your course,
and to write measurable learning objectives for your
students. We will critique some sample NCBTMB applications
from the class.
Presentation
Skills:
To
effectively impart knowledge to others, good presentation
skills are required. The module begins with an introduction
to the principles of Adult Learning Theory and an
examination of the qualities of the adult learner. We will
also cover public speaking skills, demonstration skills, and
how to effectively supervise the practice of hands-on skills
that have been demonstrated.
Development
And Implementation Of Lesson Plans: Lesson plans
are for the teacher. They reflect the instructor’s
preparation and planning for each workshop segment 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 use the NCBTMB standard form for a model
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 connection?
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 learning–are they getting it? Most continuing
education courses offer approved hours based on attendance
only; these courses provide a certificate of completion.
Adult learners are self-evaluative; they want to be able to
tell for themselves whether or not they have achieved the
learning objectives for a course. Thus, feedback from you
and to you is critical to the success of your course. You
will learn how to get the feedback you need, and how to give
the feedback the student needs to find out if he has
achieved the course objectives. We will also review options
for meeting record-keeping requirements for approved
providers.
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 policy for expected classroom behavior, and quickly
and clearly communicate that policy to the group to ensure
cooperation. We will also discuss how to deal with the
disruptive student, how to distribute your attention, and
how to deal with logistics in the classroom. You will have
an opportunity to identify your preferred style of
leadership.
Learning Outcomes:
Preparation
equals success:
At the conclusion
of the class, participants will
-
Name three ways to assess the need for
your course in the massage and bodywork community
-
Know how to identify and write measurable
learning objectives and outcomes for a course
-
Begin to develop a strategy for marketing
the course you plan to offer.
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:
-
Complete and utilize the NCBTMB form for lesson plans
-
Complete 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 motivation to teach
-
Gain insight into how her personality affects classroom
learning
-
From the class-generated list Characteristics of a Good
Teacher, identify 5 strengths and 3 weaknesses;
formulate a plan to address the weaknesses identified.
Evaluating
student learning–are they getting it?
At the conclusion
of the class, participants will
-
Identify 3 strategies for obtaining
information about the student’s learning progression
during a course
-
Be able to design a useful course
feedback form
-
Be able to identify the types of testing
that appropriately measure achievement.
-
Name the necessary forms and information
that must be maintained for approved continuing
education courses.
-
List all the requirements for creating
and awarding a certificate to the course participants
Classroom
Management
Upon completion
of this unit each student/participant will be able to:
-
Describe 3 keys to successful classroom management.
-
Identify his/her leadership style
-
Begin to develop a policy for classroom behavior
-
Identify the characteristics of the disruptive student
and build a list of strategies for dealing with specific
disruptive behaviors quickly and efficiently.
-
Identify your strengths and weaknesses in classroom
management and choose one weakness to focus on for
improvement when you next teach.
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
-Teacher
Training Intensive
-A
Body/Mind Approach to Releasing Habitual Tension Patterns
-Ethics:
Focus on Transference/Countertransference