As an introvert myself, I should have been looking into ways to incorporate the introverted learner as well as the extroverted learner in the classroom. However, as my tag line for this blog says, I am a novice teacher and there is still so much for me to learn! Susan Cain’s TedTalk “The Power of Introverts” helps us understand what an introvert is and how they process the world. She states that though society encourages extroversion, introversion is also a powerful approach to ideas and should be nurtured as well.
One of Susan’s ideas that I really liked to incorporate introverted personalities into group work was to allow people to brainstorm on their own first, and then after some time, bring their ideas forward to the rest of the group. This allows introverts to feel comfortable in their own space, and stimulates extroverts when everyone comes together.
Some SETs to accomplish this include:
I was looking through facebook to see if there was a page for educators, and look what I found!
It’s a great resource for education courses and inspirational messages to get me through those tough days! It’s always great knowing that there are others going through the same journey as me, and I can have support from so many different places.
I had the opportunity to view Bryan Webb’s digital project in PIDP 3250. In the project, he talks about a Student Engagement Technique (SET) called “Artifacts”. Because x-ray images are all digital and viewed on a screen now, it can be difficult to incorporate tactile activities for learners who thrive on doing and touching. Serendipitously, I was given 2 boxes of x-ray films that were no longer in use at the hospital. I immediately wanted to use these somehow in the classroom. Bryan’s project about the “Artifacts” strategy gave me some great ideas. They will be great for students to hold and handle to while learning about the history of x-ray. Students will also be able to turn the films upside down and backwards when debating why one image is more optimal than another. The opportunity for students to get their hands on x-ray films will be an experience unique to the classroom.
A few months ago, a fellow x-ray technologist made a comment to me that she witnessed a Camosun College Radiography Program alumnus treating a patient unkindly. She went on to say that maybe we weren’t teaching kindness, empathy and patient care enough in the program, leading to unkind technologists after graduation. Realizing that my colleague was blaming the college for someone being unkind actually made me really upset. We absolutely have program courses where issues like patient diversity, ethics, and communication are topics discussed. We try our best to show students how to respectfully treat patients and other staff. However, we cannot MAKE someone be “kind” to others, especially when they are no longer our student. I kept thinking about this long after my discussion with my colleague, and I thought, well – is there a way to teach kindness? We can “teach” kindness all we want, but if someone doesn’t see their act as “unkind”, we might as well be speaking to a brick wall. What we can do instead is lead by example, and then ask the student specific questions about the acts of kindness. For example, “How do you think I knew that it hurt her when I tried to move her ankle?” (Because I was watching her face, not her ankle). The students can then reflect on how those actions affected the patient and the positive effects of kindness (patient cooperation, building patient trust, quality patient care, and more diagnostic images).
I realized the power of “leading by example” today, even when it’s unintentional. My son is 7 years old, and though he fights with his 4 year old sister constantly, he will be the first one to go to her if she’s feeling sad and try to make her feel better. He often offers her a stuffy, a Pokemon card, or a toy if she’s sad. It always makes her feel better. Today, my son was upset about something, and what did my daughter do? She went into her room, grabbed her new McDonald’s toy, and told him he could have this for all day (but she gets it back tomorrow :)). I was so proud of those kids today.
Here’s a great article from Psychology Today about leadership:
Further to my last post about the instructional strategy, ‘stand where you stand’ or ‘the barometer’, another great way to use this activity is in a class involving discussions around ethical dilemmas. In a health care program, students inevitably have questions surrounding ethics of practice. These questions are always great conversation starters and I usually have at least one personal experience to draw from to bring the question into context.
In their study of ethics in radiography, Lewis et al. defined ethics as “an analytical and methodological inquiry of how moral judgement is and should be made”. This study poses many ethical issues that are true to the radiographer’s profession and I will be referring to this article as discussion points in future classrooms.
Lewis, S., Heard, R., Robinson, J., White, K., Poulos, A. (2008) The ethical commitment of Australian radiographers: Does medical dominance create an influence? Radiography. 14(2). 90-97. https://doi.org/10.1016/j.radi.2007.01.004
(the above video is a great example of an ethical dilemma that an x-ray technologist could face)
(this video deals with ethical dilemmas specific to nursing, but could be helpful for all health care professions)
In PIDP 3250, John Felice presented his digital project on the instructional strategy ‘Stand where you stand’, also referred to as ‘The Barometer’. I am already imagining using this strategy in my image analysis course as a chapter(s) review before a midterm or final. This strategy is traditionally used with asking students to stand at a sign that reflects their point of view on a controversial topic. However, I may try and use it in a lighter way to aid in content review. This site is a great resource on how the strategy could be incorporated in the classroom:
Here is John’s video:
I went to an amazing workshop last week about managing anxiety in children run by psychoeducational consultant Julie-anne Richards (http://www.julieannerichards.com/). Her methods for handling anxiety really resonated with me as I think my son gets anxious in new social situations. Her strategies seemed really adaptable to the classroom and as I was listening to her presentation, I would dually picture myself applying these techniques with my son and my students. Many organizations offer help with how to manage anxiety:
Anxiety and Depression Association of America: https://adaa.org/living-with-anxiety/college-students
Georgetown University: https://studenthealth.georgetown.edu/health-issues/stress-anxiety-depression/anxiety
The government of Alberta: http://www.learnalberta.ca/content/insp/html/managing_anxiety.html
It is important to keep this aspect of mental health in mind as more and more people become comfortable to speaking openly about it. It is even more important as we see students struggle and realize that there may be a deeper issue than just not understanding the concepts in the classroom.