thought of how students “should” behave because
they are adults. It is nice to have classes filled with
enterprising and self-disciplined students. At the
same time, part of an instructor's job is to motivate
students to want to learn. As well, instructors can
encourage students to develop the self-discipline
necessary for success, not only in the classroom but
in the workplace and in their personal lives.

5. Learning Barrier—“To get the most out of this class,
my students need to perceive its supreme impor-
tance in their lives.”

Learning Support—“Students will benefit from this
class if they understand its true significance.”
Discussion—If students perceive a course as impor-
tant,.as making a significant contribution to their
lives, then chances are they will get more out of that
course. However, students who overrate the value
of a course often experience undue stress and
difficulty with the material. It is the instructor’s
responsibility to help students both to understand
the importance of a class and not to feel over-
whelmed.

6. Learning Barrier—“Students do not like to, and
should not, be called on by name in class. It only
intimidates them and interferes with learning.”
Learning Support—“I can create a safe classroom
environment that encourages all students to express
themselves.”

Discussion—If teachers do not call on students by
name when possible, shy and less verbal individuals
frequently will not participate in class. These same
students need good communication skills for success
in the workplace. By letting students know that they
will be graded on the quality (effort, preparedness
for class, and so forth) as well as the correctness of
their participation, the instructor ensures that even
shy and less verbal students will begin to express
themselves.
Summary
As instructors we can improve the quality of our
teaching by examining and, where appropriate, “up-
grading” the belief systems we hold about ourselves,
our students and the teaching process. This examina-
tion and refinement of belief systems can be done alone
and/or by working with other instructors in a suppor-
tive environment. It may also be helpful to explore
both our “learning support” as well as our “learning
barrier” belief systems to encourage the maintenance of
our positive self-image as instructors. By developing
an understanding of how we perceive ourselves,
students and the teaching process, and by actively
exploring alternate perceptions, we can both enhance

student learning and our personal fulfillment as
teachers.

Lee Cartwright, Instructor, Business & Occupations
For further information, contact the author at Santa Fe

Community College, P.O. Box 4187, Santa Fe, NM
87502.

 

Suanne D. Roueche, Editor

October 7, 1988, Vol. X, No. 22 INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),
©The University of Texas at Austin, 1988 EDB 348, The University of Texas at Austin, Austin, Texas 78712, (512) 471-7545. Subscriptions are available to nonconsor-
Further duplication is permitted by MEMBER —_—_tium members for $35 per year. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
institutions for their own personnel. Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199-106X.

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