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Show page 22 lessons, fail 2001 Leveling the playing field between instructor and student is often the best way to encourage student participation, Brown said. He encourages instructors not to be afraid of sharing the difficulties they had with learning the subject matter with their students. That way, students can recognize they aren't the only ones having a hard time. Brown also believes it is important for instructors to let students know they don't always have all the answers. He said if students ask questions to which instructors don't know the answers, there is only one good response, "I don't know, but I'll find out," and then report the answer to the class the next day. "Above all, don't be condescending," Brown said. "Treat every inquiry as if it is sensible, even if you've just covered the point. Even in large classes, you can draw some individuals out to share their own observations and experiences, and make them part of the instructional effort." When an instructor enjoys what he or she is teaching, then the students will often enjoy it as well. Students say they know when an instructor cares little about the subject he or she is teaching. "Lecture about something that excites you - if you are bored with your subject, you can be sure that the boredom will catch on; it is infectious," Brown said. Senior Kristine Orme has witnessed how the enthusiasm of an instructor can turn a class around. Orme is a student in the music department's Opera Workshop class. Five years ago there were only six people in the class due to instructors who failed to excite the students, she said. But this year, with the help of Professor Robert Breault, the class has over 40 students. "The biggest thing is the energy of the instructor," Orme said. Breault uses variety to spice up his class. Games, guest lecturers, well-planned lectures, and a loving attitude make his classes different than most, she said. Orme said Breault respects his students, and in return, they respect him. "His students are like his family," she said. Students understand that they may not always be treated like family, but what instructors can do is show the students they care. It's 9 a.m. Boardman's class is ending. A student who was present during the New York terrorist attacks just shared her experience with the class. She saw businesses near the World Trade Center giving free food and supplies to volunteers and victims. She points out that you don't have to be ruthless to be in the business world. Boardman smiles and thanks her for her comment. "There's always one student in a class that is the moral conscience; one person that brings the discussion to an end," he says. His students leave, content with a class where they not only learned from a prepared instructor, but from each other. Boardman said it doesn't always take a comedian or a theatrical performance, just an instructor who wants to teach and wants his or her students to learn. "Students can forgive a poor performance if they can tell the professor cares. A professor has to care," he said. Students are able to receive pratical, one-on-one educational instruction not only from professors, but also from their peers. This process greatly increases the ability to learn, both quickly and accurately, lots of new information. |