Classroom Delivery Skills

There are many factors that influence the effectiveness of education: the curriculum; the information that is included or excluded; the skills and knowledge that the student begins with; choice of physical resources; delivery techniques; the student’s commitment and aptitude; and the teacher’s teaching abilities.

Of overriding significance, however, is the teaching-learning relationship that develops between student and teacher, and that depends to a great extent on how they communicate with each other. Regardless of ability, if the teacher cannot communicate effectively to facilitate and encourage learning, the content of a course or training session will simply not be absorbed as intended. On the other hand, learning is improved when the student is able to communicate his/her needs and understanding.

There are 8 lessons:1. Interpersonal Communication in Education Basic principles of communication
Verbal and non-verbal communication
Factors affecting communication2. Self-awareness and communication
Reactive patterns
Intentions
Teacher student ratios
Factors affecting communication in a classroom
Student diversity
Student expectations
Teacher's needs and expectations
Society and culture
Communication and education approaches
Teacher-centred and student-centred learning
Verbal skills for classroom teaching
Questioning skills
Lecturing or giving a talk
Elements of lecturing.2. Listening Skills
Stages of listening
Key elements of listening in a classroom
Obstacles to listening
Anxiety
Hearing
Lack of interest
Bias
Selective attention
Negativity
Listening skills
Active listening
Empathic listening
Responding to received communications

3. Understanding Motivation
What is motivation
Variables of motivation
Theories of motivation
Maslow's theory of motivation
Motivations
Primary motivator, Unlearned motivators
Secondary or learned motivators
Motivation and anxiety
Motivation and distress.

4. Motivational factors
Incentives
Internal and external incentives
Relational nature of incentives
Enhancing intrinsic motivators
Social reinforcers as incentives
Influence of groups on individual motivation
Social loafing

5. Applying Motivation to Education
Motivation and goals
Expectations
Vicious and virtuous cycles
Practical applications
Assessing a person's current situation
Dealing with emotions
Identifying existing barriers to learning
Establishing goals and priorities
Locating and applying useful resources.

6. Stress Management
Flight or fight response
Long term problems
What happens when a person is stressed
Stress management program

7. Conflict Management
What is conflict
Conflict handling techniques
Anger
Dealing with anger in others
Modifying anger
Role play and conflict management.

8. Mediation and Negotiation
What is negotiation?
Establishment groups
Community groups
Joint problem solving approach
Effective negotiating behaviour
Mediation
Mediator's responsibilities
Facilitation
Attributes of a good facilitator
Balance of power
Power imbalance
Group work and discussion
Conflict training exercises.

Learning Goals:

• Explain the role of communication between individuals in optimising the benefit of education.
• Describe and use strategies to improve listening in order to correctly understand what another person is communicating to you.
• Explain motivation as a factor in the teaching-learning situation and in the cultivation of an inquisitive approach to learning.
• Select and cultivate motivational factors appropriate to particular classroom situations.
• Describe practical techniques which can be used by an educator to motivate their students.
• Describe practical techniques that can be used by an educator for managing their own stress,
• and also assisting students in stress management.
• Identify, analyse and devise methods for dealing with conflict in an education setting.
• Explain how to apply practical techniques to facilitate mediation in conflict situations in an educational setting.

Each lesson culminates in an assignment which is submitted to the Academy, marked by the academy's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

New Teachers.

Teaching Assistants.

Training Officers.

None.

Teaching.

Training.