Why do you aspire to teach, or continue to teach, online classes? This is a question I have been asking myself for over a decade now, and I use it as a means of self-reflection, to determine if I am growing and adapting as the needs of learners are changing. What I've found is the technology has certainly changed, and the tools within the classroom have also changed, but there are some basic learner needs that have remained unchanged. For example, learners need to know their online instructor is present and engaged in the class, and easily accessible. This should be a simple requirement to meet, and yet I know of many instructors who check into their classes only when needed, making their job a series of rote functions. Do you believe learners notice this disposition? You can be...Continue reading »
Do you take care of what you think about yourself, and pay attention to the words you use to describe yourself? Or do you allow present circumstances to dictate your current worth and value? When your career isn't going as well as you have planned, what is your reaction? Your mindset has everything to do with your success, just as much as the career goals or plans you have established. You may have an effective career strategy in place and undermine the entire plan, simply by not cultivating a supportive mindset.
Consider this question: When you think of words to describe the qualities you need to face challenges in your career, what comes to mind? Perhaps you will consider characteristics such as determination, grit, perseverance, and other similar to those. There is one you...Continue reading »
Your students come to class or log onto an online platform and complete required tasks, which must mean to some degree they are interested in learning. Somehow, through class lectures or informative posts an educator has taken time to develop, these students will acquire knowledge they need, and through the activities designed to ensure they take the time to read and apply what has been read, they will meet the required outcomes. That's the plan when a course is designed and implemented.
But the reality is many students are going through the motions of repetitive, reactively responding to the course materials and activities they are required to complete. If it is a class discussion, their response may be based upon a world view held now, which is closely protected and rarely...Continue reading »
When students begin your class, do you inherently expect they will read the Course Syllabus and related materials, then comply as required, without any hesitation? Or could it be possible students will arrive in your class, on the first day, and find you have created a learning environment which is slightly different in some manner? Perhaps you have expectations which are different to some degree, you've written the syllabus differently in some manner, or your approach to teaching is more direct (or hands-on) than the previous instructors. In other words, rarely do students transition from one class to the next without having to adapt in some manner, even when school policies and processes remain the same. There are no two instructors who are alike or...Continue reading »
When you want to start a new project or begin work on a new goal, perhaps for something related to your job, is your first natural reaction to think you are capable and ready to get started? As an educator and career coach, I've found the natural reaction for most people is one of questions and doubt. The natural instinctive thoughts are related to fear and questions about capability and capacity. When these instinctive thoughts begin, it sets the stage for feeling a sense of being limited and at risk for failure. Rather than working from a sense of empowerment and working towards the true potential a person has to learn, when new tasks prompt developmental growth, a person remains stuck in doubt. Yet if you can be on alert for instinctual patterns of self-doubt, it is possible to...Continue reading »
Are you teaching business courses or plan to teach business courses soon? Whether you are teaching business courses in a traditional classroom or online, you need specific tools and strategies to become effective with your instructional practice. This is why Dr. Johnson has written his book, Getting Down to Business: A Handbook for Adjunct/Part-Time Faculty Who Teach Business.
Regardless of the business discipline in which you teach, Getting Down to Business supports and enhances the instructional practices of teaching faculty. Dr. J shares tips, tools, techniques and adult learning theories to help new and experienced faculty effectively facilitate classes, engage with their course materials in more meaningful ways, and design business courses that integrate...Continue reading »
Whether you love your job or simply tolerate it, it can take a significant amount of your time each week. While you may have fixed hours you also understand the reality of meeting job requirements and performance expectations, and it may mean working beyond 9 to 5. Some people will gladly put in the extra time, especially if it means they will maintain job security or possibly get ahead.
Then there are people who will put in the extra time because of working for a demanding supervisor or manager, and their work must be completed – even if the workload is unrealistic. Regardless of the reason why you may put in extra time it can lead to becoming a workaholic. While there are some people who can handle working at a frantic pace, at some point everyone needs to take a break....Continue reading »
You may remember how you got started as an instructor, but do you recall what inspires you to continue teaching? The instructional duties of an educator require well-developed planning, organizational, and time management skills, especially if you have multiple projects or career responsibilities to balance. If you teach in a traditional college classroom, you must plan for a class or classes that typically meets on a specific day or time during the week. If you teach online, the general expectation is that you will be actively engaged in your class throughout the entire week.
What inspires you to devote the time necessary to create a meaningful learning experience, knowing that you will need to make a significant commitment of your time? Yes, it is your responsibility to meet...Continue reading »
When you are assigned a class and students arrive, do you view yourself as a teacher, instructor, or educator? Is your role a function, one which completes tasks and responsibilities, or do you aspire to accomplish more with your students? Do you consider the instructional strategies you use now to be transformative in some manner, or would you like to somehow transform the students you teach?
A person enters the field of education as a profession, either full-time in a traditional academic institution or as an adjunct (or part time) instructor. A traditional full-time professor may likely be responsible for conducting research, teaching, and publishing scholarly work. An adjunct instructor may teach in a community college, traditional college, or an online school. When someone...Continue reading »
When conditions at work become challenging, how do you react? Are you able to continue on with your day and feel a sense of self-control, or do you internalize the stressful conditions and experience a negative reaction?
There are many circumstances on the job which can have an adverse impact on your performance, from poor working conditions to taking on too many tasks, or facing an over-extended schedule. But there is one condition that can arise as a result of not responding well to circumstances, which can have a negative effect on a person's well-being, and it is a condition known as stress. While it may seem as if there is not much more to be said about this topic, given how extensively the subject...Continue reading »