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Teaching Tips for the ‘Sage on Stage’. With Dianne Polseno, LPN, LMT AMTA 2010 National Convention Minneapolis, MN August 22-25, 2010. Intention and Goals. To share principles, concepts and activities I’ve used over the years. To offer you information you may not already know.
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Teaching Tipsfor the‘Sage on Stage’ With Dianne Polseno, LPN, LMT AMTA 2010 National Convention Minneapolis, MN August 22-25, 2010
Intention and Goals • To share principles, concepts and activities I’ve used over the years. • To offer you information you may not already know. • To affirm information you already know. • To learn one of each of your tips. • That you have two valuable take-always to use in your classrooms.
My Background Di’s School • Began teaching at age 6 in my garage to an imaginary class using a stick as a pointer. • Tutored all through high school, nursing school, massage school and neighborhood kids. • TA for anatomy teacher after I graduated massage school. • Got my master’s initiation teaching two A+P classes 5 months after graduating massage school. • Teaching ever since.
What I Teach Now • Ethics, cadaver/anatomy, pathologies, business for CE for bodyworkers • Basic massage to 1st year PT students • Pelvic floor anatomy to gynecology residents at W+I hospital • Teach by modeling every day
First….. • My Guiding Principles • My Students are My Greatest Teachers • Gain Expertise • Everyone Deserves a Chance to Learn • People Learn Differently • Never Work Harder Than the Student • Respect the Power of Transference • Respect the Power of the Fiduciary Relationship • First Impressions are the Most Lasting
Students are Teachers • I have learned more about myself, life, people, relationships, learning, and teaching from my students than from anywhere or anyone else. • Every class and every student showed me more pieces of myself to me. • I’ll be specific through the presentation on what students taught me.
Gain Expertise • Students seek out weaknesses like heat seeking missiles. • If you don’t know it well enough to feel confident answering questions, don’t teach it. • Research, learn, study, practice.
Everyone Deserves a Chance to Learn Equal Rights
Don’t pre-qualify people – ‘this one won’t make it’; ‘why did they enroll that one?” • Think of one student you thought would never make it but who is successful today. • Sometimes it takes one person to believe in someone – are you that person?
Share your student success story “Gerry”… Protect Confidentiality
Learning Styles • Traditional - Values structure, rules and safety when learning • Playful - Values action, practical application and freedom when learning • Ideational - Values things, theories and objectivity when learning • Personal - Values people, communication and relationships when learning • Visual – values learning by sight • Auditory – values learning by sound • Kinesthetic – values learning by touch or action TIPP by Performanceprofessionals.com
Don’t try to make everyone a left or right brain learner. • When a student needs tutoring, try to learn the way their brain processes information. • Concepts are as valuable as details – when details are difficult, teach conceptually.
Never Work Harder Than the Student ZZZZZZZZ……
It’s our job to teach and it’s their job to learn. • Enabling is the dark side of being helpful. • Watch your frustration and resentment barometers – signals you may be working harder than they do.
They are constantly in operation. • You ‘become’ their parent, authority figure, boss, teacher they loved/hated, etc. • They ‘become’ your parent, child, sibling, relative, etc. • “Is it live or is it Memorex?”
Respect the Power of the Fiduciary Relationship • Fiduciary – relating to or based on trust. • Own the power you have as a teacher and don’t abuse it.
How We Can Affect Students • As teachers, we have ‘power’. • This can lead to helping or harming a student, regardless of our intention. • Intentions are meaningless – we are responsible to DO NO HARM. • We need to self examine, “how and I perceived?” • Clay building story.
First Impressions Are the Most Lasting • The first class is critical. • It sets the tone for the semester. • It can affect the students’ entire school experience and profession. • You only have chance to make a first impression. • Own the impression they have of you by working with this principle.
Concepts and Activities • Set Intention • Structure and Flow • Humor and Fun • Storytelling • Keep it Simple • How Important is It? • Creative Visualization • Be Remembered • Saying, technique, story, practice, quote, etc.
Set Intention • Start of course/class • Can be a ritual, reading, statement • State exactly what you want to accomplish: • Safe, trusting learning environment • Clarity of teaching • Flow of teaching/learning
Flow without structure is chaos.Structure without flow is confinement.
Structure: Itinerary for class Classroom order, management and rules Time limits Lecture Overheads/PP Memorization Tests; grades Directions Explanations Thoughts Flow: Hands on intuition Q+A + Discussion Storytelling Acting things out Breaks Projects Concepts Palpate/Feel for…. Visualize…. Tune into…. Humor Feelings
Unwavering Structure • “Both the client and therapist must be capable of desexualizing the massage experience.” • You must demonstrate that at all times. • No tolerance rule around sexual innuendos.
Establish Structure Class OneIt’s easier to allow flow after structure has been established.It’s difficult to add structure after flow has been established.
Introduce yourself and give quick background of your qualifications. Tell how you want to be addressed. • How/when to contact you. • Quick student introductions – remember students’ names. • Give big picture of course – overview and end result and relate it to being a MT. • Set ground rules for class (different from going over syllabus). • Cell phone/chocolate duty. • Call in if absent or late • Classroom etiquette • One speaks, all listen • Class order is everyone’s job • Raise hands to ask questions • Don’t monopolize class time • Quiet entrance if late
Explain the learning process: • Dormant brain expectations. • Make sure the information is understood when it’s taught – make sure it ‘goes in’ correctly. Keep asking questions until you get it. You’ll meet with them if they need more time. • Go home and reinforce/memorize/practice. • Keep reinforcing it. • 45 minute rule. • Teach creative visualization for learning.
Explain what the test will include Structure: True/False Fill in the blank Matching Diagrams Flow Multiple Choice Essays Palpate Demonstrate The “Art of Testing”: Structure and Flow
More on tests… • If you didn’t teach it or tell them to learn it, don’t test them on it (beware of giving OPT). • Prepare them: what to expect, what to study, what to focus on, composition of questions. • Challenging their critical thinking skills is different from trying to trick them. • Be direct and clear with what you are asking: • Don’t ask tricky questions • Don’t ask confusing questions
Structure “Do it this way” Individual strokes and techniques – methods Sequence Timeframes – 30/60/90 Body mechanics Here’s the outline of the muscle Flow “Play with that technique or stroke” “Mix it up” Create your own technique Blindfolded massage Body mechanics Feel for where that muscle belly is Practicum:Structure and Flow
Have/Foster a Sense of Humor • NEVER compromise ethics and professionalism. • Never use insults as humor. • “Vinny” story • Your stories…
Storytelling • Use stories to teach • Tell students your story. • Know the stories of your students. • Teach using stories: • Protein synthesis is a bread factory • Heart is like a duplex • Use your experiences and client stories to teach many things
Keep it Simple….orHow Important Is It? • “Do they ‘Need’ to know or is it ‘Neat’ to know???” (Adrienne Asta)
Relaxation, grounding, focusing • Visualize body mechanics • Visualize performing techniques • Visualize success • Visit parts of their body/mind • Visit the Masters
Be Memorable • Anatomy closet visualization • This is a shoe • Daily quote • Stories of my nieces and nephews
Share with us… • What teaching tip can you share with the group? • What makes you memorable? • What’s the most important thing a student taught you?
