Greetings from metro-New York City.
I am Dr. Kathleen P. King, professor of adult education at Fordham University.
You likely have heard that I will be your Monday and Friday keynote speaker for Dental Hygiene Summer Week July 2008 at UT Memphis.
This space is set aside as an online collaborative environment for you to share information with the world about your learning. You will see that on your Thursday schedule you are asked to draft a reflective essay. I am asking you to post a public version of your reflection here in the blog space.
Why? This will be an opportunity to "kickstart" our Friday discussion, a platform for you to learn what your colleagues are learning so you can engage in further discussion together, and as an vital example for you and other educators to see how new media can be an effective tool in adult learning.
Rather than only working as content gatherers and consumers; we are truly engaging in being content creators in this global collaborative activity.
Join me, won't you, as we share our thoughts about our learning this week at UT.
Very best, your virtual speaker and fond colleague,
Dr. Kathleen P. King
kpking@fordham.edu
www.kpking.com
www.transformationed.com
Posts
30 comments:
I am very excited about MDH Week! I think that Dr King, Dr Williams, Dr Cox, Dr Ballard, Risa Nettles and Eleta Morgan have a wonderfully educational program planned for everyone. I look forward to meeting the new students and seeing the returning students again this year.
If you need any help with anything, please let me know. I have been at UTHSC for a year now and I feel more comfortable than I did last year regarding questions from the incoming students. I will have a list of places to see in Memphis for the students who are from out-of-town. See you all on Monday and have a good weekend!
Dr. King,
It was great to hear you speak this morning. After listening to all the recommendations and suggestions on adult and professional learning, I now have a sense of what to look forward to in this program. This topic has given me inspirational ideas for my own lifelong learning experiences. Thank you.
Dr. King,
I really enjoyed your lecture this morning. It was wonderful to learn about becoming a content creator. I look forward to sharing this with my students. Sincerely, Jordan
Dr. King,
I have been in the teaching mode for almost a year. I love teaching! I also love continuing to learn new ways to reach my students.Thank you the time you spent with us today... I took a lot of notes!
Scared to Death
As I reflect back on this week, my heart starts racing, I feel hyped up and exhausted at the same time and I can’t seem to sit still or concentrate. I feel like I’m about to defend myself against an assaultive inmate. My fight or flight response seems to kick in. I’ve tried writing this paper several times this week. Every time I’d start writing down ideas, those feelings would hit me like an Arizona dust storm; come on suddenly and with little warning. I couldn’t understand why I was feeling that way. I’m excited about starting the MDH program and I’ve had a great time so far. I’d start telling myself that it’s not a hard assignment. Then I’d start thinking that if I’m having so much trouble with this, how in the world am I going to complete the assignments and projects for this program? I started questioning my intelligence and my decision to pursue a Master’s. “What’s wrong with me,” kept coming to mind. Then I finally realized; I’m scared to death. Once I figured this out, I could easily apply what I’ve learned from Dr. Cox. By starting graduate school, I have to re-identify myself. In the past, redefining who I am has not always been a positive experience. Because of this, the process elicits fear, anxiety and apprehension. However, I have also learned this week that I can overcome these feelings by believing that “I am what I can achieve.” (Dr T. Cox) Hey, thanks Dr. Cox for the free therapy!
Now that I’m “right in the head”, I’m able to see that I’m surrounded by amazing people. People that want nothing more than to see me succeed. In just a few days, I’ve been given information that will not only help me become an effective educator but can be applied to all aspects of life. Dr. King talked about transformative learning. She said that facilitating such learning involved validation of other’s experiences, cultivation of goals and self-direction, and reflection. These things could easily be applied not just to education but to patient care, work relationship – especially if in a supervisory position and even raising children. My fellow students are a wealth of knowledge and experience. Sometime prior to my acceptance, Dr. Williams told me the competition to get into the program was fierce. She wasn’t kidding. That room exudes intelligence. The bar has definitely been raised. I just hope I can reach it and not just limbo under it.
Kim M.
“The Carry On”
Prior to any major event or task in our lives we often allow ourselves to dwell on that which is
the, “unknown”. Doubts, fears and insecurities creep into our thoughts and under mind our
confidence level and we begin to second guess our once self assured abilities. I arrived on UT’s
campus for MDH week with a carry on overloaded with this mental baggage. However, I
began to unpack those negative items from my bag rapidly from the first day. Dr. Kathy King
aided in the process by validating my varied work experiences as a positive to bring to the
academic table and then to embrace the student’s vast experiences as a tool to focus on in
facilitating transformative learning. Aside from Dr. King’s impressive curriculum vitae and
wealth of knowledge, her infectious enthusiastic style for engaging and empowering students
was the highlight of her lecture for me. I put back into my carry on the ability and desire to give
more positive feedback to students in the clinical settings as well as in my home life with my
young daughter to aid in their empowerment. My load was lightened even more on day two
with the introduction of Dr. Thomas Cox and his perspective of Erikson’s cognitive
development. As I am in contact with students, I will be more cognitive of where they are this
continuum and pull out the modeling of behavior from my carry on as one of the best tools.
Day three, Dr. Cassandra Ballard introduced us to one of our first courses in the program. She
brought me back into the comfort zone of Dental Hygiene clinical teaching and now my carry on
bag is empty of the negative thoughts and feelings I had arrived with. On this final day, I have
had to purchase a second carry on to fill it with all the knowledge, friendships and memories I
have accumulated on this journey.
Wendi J Hulsey, RDH, BS
Dr. Kathleen King, a renowned authority in adult education, opened UT’s MDH week as the keynote speaker. She shared her wisdom and proven strategies to help equip me as I begin my journey to become an effective adult educator.
This week I have learned that students can be empowered and engaged to learn when they are perceive they are in a safe environment. This can best be accomplished as educators model positive behaviors, are supportive of their students, and utilize a variety of teaching methods, styles and activities to address their different learning styles. Facilitating transforming learning is the outcome if the for mentioned criteria is met.
Dr. Cox helped me realize that education is not only a social science but, in many ways, an “art” derived from one’s formal education and life experiences. During his lecture on pedagagoy and andragogy learning, he inspired me to pursue and achieve my personal goal of becoming a dental hygiene educator who will be able to competently encourage and assist my students to become complex learners. By incorporating the truths he shared concerning the adult learner’s assumptions and the developmental stages of cognitive development, I now have a new and different perspective about past teaching experiences. This information will help me to evolve into a more effective dental hygiene educator this fall.
Dr. Ballard and Risa Handman-Nettles discussed several aspects of clinical teaching and how it is perceived by students and faculty members. Calibration of faculty members can be very difficult. It often takes time to accomplish this objective, but is very important to help avoid student confusion. Prior to this lecture I had not realize this weakness may have caused my students a grave disservice. I have been personally convicted of my need to be more calibrated with all the instructors at my teaching institution.
This week has far exceeded my expectations. Learning new ways of thinking along with making new friends are wonderful motivators. I am so excited to be in this program and am looking forward to implementing this information. It is my desire to become the best instructor I can be. I feel certain the information offered in this program will help me accomplish this aspiration.
Thanks, Ruth!
July 16, 2008
MDH Week 2008 Reflection
This week has been a real eye- opener for me. Let me begin by sharing that I was thrilled when Dr. Williams sent that e-mail considering the cancellation of MDH week. I just knew that this week would be a waste of time. After all, I have been teaching a year clinically, didactically, and on-line. Number one, I see now, that I was completely wrong in my way of thinking. Number two, I have realized that I will continue to learn the rest of my life because learning from others will continue to make me good at my job. And number three, in being an educator, I need to be aware of the different learning styles because my ultimate goal is for my students to succeed. On day one, Dr. King shared the analogy that teaching and learning was like whitewater rafting. Boy! That is perfect! I want to be that teacher who will ride the waters with my students.
To begin with, I have so much to share with my faculty when I return to work, but I have to keep in mind, to quote Dr. Ballard, “change takes time” and that “seasoned faculty may not ever change”. So, instead of bombarding them with all that I’ve learned, I’m going to begin with the “man in the mirror”. This week has been a real “wow” experience and I would like to begin modeling and implementing some of the teaching strategies I have learned.
For instance, Dr. King’s idea of peer teaching will work when I have taught student instrumentation and they are still not getting it. I think sometimes I get hung up on the idea that I’m really proficient at this and if the student’s not getting it, it’s because they are incapable of learning. Wrong! I have a new perspective on education and what my role is. Dr. Cox stated, “Why would we want them (students) to be like the soldiers (PowerPoint)”? He’s right! I want to be the teacher that gives “support because support gives faith/hope”. (Cox, MDH week).
Kemaly Parr
July 16, 2008
MDH Week 2008 Reflection
As I reflect upon the content we have covered this week, I am inspired and excited to get back into the classroom to implement the techniques I have learned. Occasionally, I encounter a student that has a learning style that is hard to decipher and I may have a difficult time presenting the content in a way that they can comprehend it. This week, I feel that I have been educated on some techniques that will help me to reach these students. Much of my educational experience has been learning through direct teaching methods. Although direct teaching methods have their proper place, I realize how boring this can be to the student if that is the only teaching method used to present subject matter. This week I have been inspired to reach beyond those boundaries and to try to implement some constructive, transformative, and peer learning approaches to instruction. Through this, I hope to be able to transfer the passion and excitement I feel for dental hygiene to my students and inspire them in their education.
This week I also learned the benefits presented by the use of a blog. It is exciting that it allows us to not only share our personal reflection, but to also read reflections posted by our classmates. I can see how this technology can impact not only our class, but also dental hygiene classes around the world.
Also, this week I have been challenged to search myself and consider the pathway that has led me to where I am in life and to figure out how these experiences have helped shape me as an educator. Our students are also who they are due to their past experiences. Knowing this, I would like to let my appreciation of their pasts be evident so that they may be more encouraged and self-directed in their studies.
MDH Week Reflective Paper
MDH Week has been an enlightening, informational adventure that has more than met my expectations of an orientation to the program – it has gone way beyond that. I feel that I will be leaving Memphis with exciting, innovative ideas to take back to my everyday life as a Dental Hygiene educator that will benefit not only me, but more importantly, my students.
The video conference with Dr. King was a great kick–off to MDH week as her enthusiasm was contagious even through the screen. The message that I received from her is that, no matter what your endeavor, attack it with enthusiasm and that enthusiasm will spread to those around you. This, I feel, will help create the student empowerment and engagement that we all strive to achieve.
Next, Dr. Cox left us all with the very important message that, “Students are what they are given,” and how critical modeling behaviors is in helping students realize their goals through imagining themselves as what they want to become. Dr. Cox’s sharing of his life experiences throughout his presentation was a perfect example of his lesson on teaching through experience, and how an audience can be captured by the content through this methodology.
Finally, Dr. Ballard delivered insight on clinical teaching methods that will be extremely beneficial to me as I prepare for the beginning of fall semester and the issues that I will address as a clinical educator. These issues can be sensitive and need to be handled with great attention to conflict resolution skills. Dr. Ballard’s suggestions provided me with fresh ideas for student clinical success. Faculty calibration is an ever present dilemma to be addressed each year with all faculty of clinical courses. Ms. Nettles guidelines and evaluations for instrumentation calibration as well as the clinical practice session, were a vital asset to this component, as a calibrated faculty resolves many issues before they arise.
After only a few days, I already feel so connected to everyone, both faculty and students. I am so looking forward to working with everyone and “wowing” my students in didactic and clinical courses with my newly acquired knowledge as I continue to reidentify who I am.
Thanks!
I vaguely remember sitting in a classroom my sophomore year of college listening to a professor yammer on about Erik Erikson's 8 Stages of Blah Blah Blah. I also remember lectures about learning styles, wondering which style was mine. I think I've been about 10 different people since then. I guess I have added some layers in the onion of who I am.
My focus about teaching and learning has begun its shift after this MDH week, and the rapids have started to pick up the pace. I've learned the importance of modeling, the term facilitator and its definition, and to appreciate the wealth of experience and knowledge that students bring with them to our programs.
This week has brought to light the things that most of us were already doing unconsciously, but I've recognized now the terms that describe those methods...transformative, self-directed, affective, inductive, and reflective learning. What action-inducing words those are, not just terms to stash away in the filing cabinets of our minds.
I will try to keep my teaching from becoming stagnant, use a new approach to behavioral issues with students, and definitely begin reflective journaling throughout this learning process.
One of the questions to answer was 'What will I tell others about what I've done here?' On a personal note, I'll forgive the people in my life who are non-generative, realize that they are just in a different stage of development, and try with all my might to model generativist behavior. I will certainly talk about what a diverse and smart group of MDH students there are at UT, and I will tell my students and co-workers how valuable they are to me. Dental hygienists really are a fabulous group of people.
Coming into hygiene school, I was nervous and excited. Consequently, I could not imagine I would feel that same way the first day here. Adult education to me seemed like a straightforward concept. I seemed to get, through discussion during this week, that a consensus is that we live in a world where our students govern the amount of material and the speed at which it is taught. I cannot help but wonder if this is out of a lack of understanding of the material, or if this is an indolence issue. At what point is it the student’s responsibility to learn the material, despite all attempts for explanation, rewording, or using different teaching methods? Being one of the most recent graduates of dental hygiene school in this program, I speak from the student perspective. Please set the bar high for your program! Have them read the chapters before coming to class and have reflective style learning environments such as a Socratic style teaching. It is a sink/swim world and higher education needs to be a preparation for that type of environment. That does not mean that they will fail or have to fail. That means flexibility and acquiring different responses to achieve different outcomes. This notion of “consumer” education is ludicrous, and it needs to be conveyed to students that we are only giving them the opportunity to learn, not the right. I think back to when I was a freshman in college. I had very little study skills, very little knowledge of what was to be expected, but I learned really quickly! I can only attribute my “shaping up” to a consequence driven childhood. If I got in trouble, I always paid the consequence. In a country that educates everyone, we look at education as an entitlement. As a student, I say, “Be hard on me, expect more, call on me in class, tell me to pay attention, support me, encourage me, but above all, never ever expect anything less than excellence.” The human body and mind have an amazing way of rising to challenges. Introspectively speaking, I think my rigidity stems from the fact that I grew up in a less than middle class home and have always had to work for everything. The people that are graduating from your programs are essentially representing the health and advancement of dental hygiene for years to come. If you don’t ask, you don’t receive. The struggle I see is that in “what constitutes an adult?” Dental hygiene programs have lots of transitional type students from pedagogy to more andragogy. I think a lot of the problem is that we are teaching to two different learners at different points in their learning capabilities. I am a completely different learner now than I was my first year in college. Students at the entry level are more familiar with a direct style of learning and getting them to apply their knowledge and be introspective with that knowledge opens the door for a much broader education. I think it is important to build the more direct style teaching with more facilitated learning.
This week has provided me the outlet to voice concern, opinion, network, exchange, and engage on several topics. I have learned that everyone’s way of learning is inherently different, and the overall awareness of learning is taking place in even unconventional environments. I will direct this information into private practice in that I may try some indirect teaching with my patients in a clinical setting. Instead of my usual “Ms. Jones you have periodontal disease ….”, I might try “Ms. Jones I have just explained to you the disease process. Can you try explaining it back to me so I can be sure you understood this today? Why do you think your gums are bleeding today? What do you think we can change that will help prevent this in the future?” I will go on to tell my colleagues and patients that this week was a truly professional collaboration and to tell them to get excited about various emerging research articles and views that will truly give more guidance into education. In return, I hope to lead our profession to a higher held regard.
This week has been a truly engaging learning experience. The lectures from Dr. King and Dr. Cox were very interesting and stimulated, for me, an even greater interest in the area of adult education. After completing a couple of the courses in the MDH program I am learning that I have always had an interest in adult education, however did not know that adult learning was actually an area of expertise let alone something that people have built careers around. I have only been teaching for one year and through the information given by Dr. Cox and Dr. King I discovered that I have already been trying to incorporate some of these concepts into the classroom, however never even knew they had a name. I just thought I was really creative.
Seriously though, I teach advanced clinic theory to senior dental hygiene students and have been trying to look for opportunities and methods to help the students reflect and delve deeper into the topics that we cover. When I taught my first class I thought about what it was that I wanted the students to get out of the class. I knew that I wanted them to become competent clinicians, empathetic people, problem-solvers and independent thinkers. After listening to the information given this week I feel more confident that I am doing some things correctly, but also feel that I now have so much more information and terminology that I can use and will incorporate into the classroom.
On the other hand through Erikson’s stages of development I have also realized that some students will be more responsive than others and some will be more challenging than expected. This may correlate with the stage of development that they are in at the time. This information has let me know that my expectations for the students must remain flexible and individualized.
On a final note, the calibration exercises were very helpful, and after teaching pre-clinic for the first time last fall, I realized that I did learn a lot by teaching the students and will go into this fall semester feeling a little more confident than last year.
Oh, one more thing, I loved Reesa’s presentation and thought she had many great ideas about clinical grading.
MDH Week Reflections
By Laura Baus
As an incoming student, my reflections on MDH Week have been mixed. Initially, I had some difficulties that concerned me. However, after meeting the faculty and staff, their genuine good will and intentions have laid my problems and fears to rest. I am confident that UT’s MDH program will produce dental hygiene instructors of the highest quality. I am proud that I will be one of them.
This week I have been reminded to consider the many types of ways in which students learn. I also believe that students should be able to think not just memorize information. I loved the whitewater rafting analogy. I have found myself analyzing family members according to Erikson’s Eight Stages of Development. I liked the “Teaching around a circle” idea. I appreciated the practical teaching tips. All of these ideas can be applied both in and out of the classroom. The instructor calibration exercises showed me how much I will need to brush up on before I could teach! I have slacked off so much! Posture, fulcrums, and grasp - Oh my!
Dr. Cox has affected me the most. Perhaps it was the emotional connection I felt as he described the stories of his life. Many have dealt with difficult situations. He is a wonderful example of how situations can be overcome with a positive attitude. What a role model! He has a wonderful heart!
Dental Hygiene is evolving, and now so must dental hygiene education. This is a pioneer program. Like pioneers, UT’s MDH program is exploring and forging through new territories. Like pioneers, in order to survive we must have courage, vision and determination. Despite obstacles and setbacks, we must work together as we forge ahead.
My thirteen year old son answered the phone when I called home today and asked me, "Why are you in Tennessee....I can't remember?" My response was, "I guess you could say I'm at summer camp for people who teach dental hygiene students." This, of course, resulted in his immediate loss of interest in the reason for my absence. However, I later thought that my analogy of this week being like summer camp was actually an apt description of my experience here.
As a child, camp is a chance to be open to freely explore and refresh oneself, without daily rituals impeding the freedom to experience whatever event comes your way. Like summer camp, my MDH week has allowed me to explore and learn ideas while giving me the freedom to consider ideas about what I do as an educator, without the distractions of work and family.
The tools that have been provided to us this week will become a part of my daily work as an educator. More specifically, Risa's evaluation form, the calibration exercises shared by Dr. Ballard, and the update on accreditation shared by Dr. Crim will all be significant aids in the academic year ahead. This combined with the philosophy of Dr. Cox and Dr. King, the anecdotes of Dr. Williams, and the perspective of a former student turned UT faculty member April Williams, all made for a terrific "summer camp" experience that will follow me and serve as a wonderful guide as I teach.
What will I tell others? My husband will probably hear a synopsis of the week's events which he will pretend to understand, all the while nodding and smiling. Certainly he will delight in being married to someone who loves what they do. (Doesn't that make for a happier marriage?) Next week, my new boss will hear about, and hopefully embrace, these new ideas I have for my job in Boston.
I fully expect to continue learning and bonding with my fellow "campers" who I have spent this eventful week with. I look forward to learning with many of you in our virtual classroom, but will miss seeing all of you in person!
In preparation for MDH Week I didn’t know what to expect. I assumed the week would only consist of brief overviews of each topic listed on the itinerary. Instead, we received some very valuable and practical information from each facilitator. Dr. Kathleen King started the week off with great motivation and enthusiasm that inspired me to become more motivated about starting the program and preparing myself to become an excellent educator. While being honest with myself, I realized there was a sense of fear that has been lurking within me. Wondering if this program would be difficult for me because it primarily consists of papers and projects was the reason for this fear. Non-reflective learning is what I’m used to. It is now time for me to move along the learning continuum and embark upon reflective learning.
Thanks to Dr. Cox, I know that I am what I can achieve. I have a goal to successfully complete this master’s degree program and continue my path within dental hygiene education. The valuable information that I received this week has gotten me excited about accomplishing this goal. Dr. Cox’s discussion on Erikson’s eight stages of cognitive development and Knowles’ six assumptions about adult learners was very informative. The knowledge that I am gaining is two-fold. I will be able to apply the information as an educator and it will help me to understand where I am regarding this information as a student.
Making sure that I’m calibrated with the other faculty members is the one thing that I will do differently after this week. Calibration shows a sense of teamwork and creates a structured learning environment for the students. This will prevent me from wondering if I’m “doing things properly”.
This was such a fun week. Not only did I gain knowledge from the wonderful master’s program faculty and recent graduates, there was also wisdom and knowledge shared among the students. I look forward to my journey that lies ahead and the new friendships that will develop along the way.
MDH Week for Me
This week has been an enlightening but fulfilling experience for me. I have so much to bring home to my family and most of all to my students. Since I was facilitated to critically think I will be more apt to push my students to become content creators. Dental Hygiene has always been my passion and now I can show my excitement through reflective learning to my students.
During this past week, I have learned many different techniques to further my career in teaching Dental Hygiene. I have learned how to provide a safe environment conducive to learning to get affective responses for my students. I will bring my life experiences into the classroom to promote critical reflection and stimulation. I hope to encourage peer learning through group exercises and demonstrations. I look forward to teaching self-directed learning skills possibly through research projects. Promoting a learning-centered or reflecting environment will be the basis of my classroom.
This week has also enriched my daily life. I have learned how to provide a learning environment for my children to increase their ability to think independently. I want to promote sibling learning through collaboration and problem solving. I have formed deep friendships this week. From these relationships I have realized that we all came from different backgrounds. Our different stories and life experience are wonderful tools to facilitate critical reflection and stimulate thinking for our students and our family members.
After these past few days, I hope to initiate critical thinking for my students, my patients, and my family. In the classroom, I hope to facilitate independent thinking while providing analogies of my life experiences.
In the dental office, I am encouraged to promote better oral hygiene education through better demonstrations and communication. Most of all I hope to extend these learning skills to improve my quality of life for me and my family.
MDH Week-Reflective Paper
MDH Week has been wonderful. This week has been filled with so many learning opportunities for me. I feel so fortunate for being able to reconnect with last year’s friends and to make new ones this year. I am also excited to have been surrounded by such encouragement and advice.
Both Dr. King and Dr. Cox stated that we all have a story or reference from our life experiences to share with our students. We all have our own perspectives from which we can tell our stories. I’ve learned this week that it’s one of the best learning tools we could have to offer. Like Dr. Cox, I also have a tendency to become frustrated with students who do not seem to share the same passion as I have for what I’m teaching. It started to make sense to me when he pointed out that their interest in the material at first is subject centered instead of life centered. I think I’ll be more aware of this now, and not feel like screaming the next time I’m lecturing to a bunch of blank stares.
I loved the idea of peer-learning and modeling. When we allow our students to see that we really are human and are okay with admitting we do not know everything, then the fear of disappointing us as instructors tends to fade. Being able to say, “Let’s work through this together” allows the student to realize that we really do want them to succeed. I intend to try to achieve a balance between challenge and support with my students to help them reach their goal. In my opinion, “spoon-feeding” our students does not allow them to gain confidence. We all learn when we make mistakes. No one likes to make them, and oftentimes there are consequences we must face, but what we gain from it is the ability to think for ourselves and decide what we would do differently the next time. If someone else always makes that choice for us, we don’t grow. So, what I’m taking with me from this week is the notion that as an educator, I must always be on the look-out for those “teachable” moments when I might be able to reach even just one student and be able to see the light bulb come on in their head, and realize what an incredible opportunity I have as an educator to have been a part of it.
MDH Week-Reflective Paper
MDH Week has been wonderful. This week has been filled with so many learning opportunities for me. I feel so fortunate for being able to reconnect with last year’s friends and to make new ones this year. I am also excited to have been surrounded by such encouragement and advice.
Both Dr. King and Dr. Cox stated that we all have a story or reference from our life experiences to share with our students. We all have our own perspectives from which we can tell our stories. I’ve learned this week that it’s one of the best learning tools we could have to offer. Like Dr. Cox, I also have a tendency to become frustrated with students who do not seem to share the same passion as I have for what I’m teaching. It started to make sense to me when he pointed out that their interest in the material at first is subject centered instead of life centered. I think I’ll be more aware of this now, and not feel like screaming the next time I’m lecturing to a bunch of blank stares.
I loved the idea of peer-learning and modeling. When we allow our students to see that we really are human and are okay with admitting we do not know everything, then the fear of disappointing us as instructors tends to fade. Being able to say, “Let’s work through this together” allows the student to realize that we really do want them to succeed. I intend to try to achieve a balance between challenge and support with my students to help them reach their goal. In my opinion, “spoon-feeding” our students does not allow them to gain confidence. We all learn when we make mistakes. No one likes to make them, and oftentimes there are consequences we must face, but what we gain from it is the ability to think for ourselves and decide what we would do differently the next time. If someone else always makes that choice for us, we don’t grow. So, what I’m taking with me from this week is the notion that as an educator, I must always be on the look-out for those “teachable” moments when I might be able to reach even just one student and be able to see the light bulb come on in their head, and realize what an incredible opportunity I have as an educator to have been a part of it.
I think its obvious I haven't learned enough about "blogging" yet since I've posted twice!
After many weeks of nail biting and Pepto-Bismal, MDH week has finally arrived! I had no idea what to expect as I have never been in a Masters program before. The trip up from Florida was smooth in comparison to some other poor folks in this class. I met my new friend Kim at the airport and we were on our way. By nature I am quite paranoid, so I was thankful that Kim looked just like her picture and I didn’t get in the wrong car.
First day on the eighth floor of the 930 building we were greeted with smiling faces and great food. The classroom setting was warm and comfortable and there was a giant TV screen with our TEACHER, Dr King in NEW YORK! This is really high tech! Great lecture with really good points on students as well as people in general. As I reviewed my notes that evening I realized that these ideas were things I already knew but often do not apply. We are all students no matter where we are in life and no matter what we are doing. I kept thinking that applying these principles is the way I like to learn and the only way I can learn.
After a short break, Dr Cox came into the room. This was a great lecture on how one evolves or becomes stagnated in life. My identity takes on a new meaning every five to ten years or so. I know I have become stagnated and afraid to grow. However, I see a common thread throughout all my identities. As a wife, mother, dental hygienist, single parent, clinical instructor, I have been generative all my life. I feel pretty good about that.
After reflection on these past few days, suddenly, this journey I am about to embark on seems a little less frightening.
Here's to the journey!!!
Candace Zarbock
Amanda Richardson
MDH Week Reflective Essay
First I must say I have had a wonderful week. It has been so great to see everyone again and to meet all the incoming students. One of my favorite things about this week is all the ideas that are shared between us. I leave feeling more energized and confident about my teaching and about myself in general.
This week has made me think about one student we have in particular, Maria. “What do you do with a problem like Maria” (Sound of Music) has been a refrain I have sung many time over the past three semesters. I know in my heart and my head that something is not right with her, but can’t put my finger on what it is. She will not open up to us to give us any insight on why she is having such a hard time. I have spent most of the time frustrated with her and have not been much of an instructor. After hearing Dr. Cox’s lecture on Erik Erickson’s 8 Stages of Cognitive Development, I realized I need to raise my awareness of the life experiences she brings to the table. I need to stop being frustrated, and be open. Maybe from there I can figure out the best way to help her.
Over the past three semesters, I and other faculty members have brought up our concerns about Maria to our clinic coordinator. We were always dismissed on the idea that intuition or speculation is not enough to intervene in a student’s life. Although she has not hurt herself or anyone else yet we can do nothing. This is very frustrating, because after there is an incident it is too late. After listening to Dr. Williams and her stories of intervening when she felt she needed to, I am inspired to not accept doing nothing regarding Maria. When I get back to school I am going to look into the services offered both on and off campus. I am going to press the issue with both my clinic coordinator and my program director. I am not willing sit back and wait for something terrible to happen before we act. Thank you for sharing your stories and giving me the courage to follow my intuition.
Lastly, I would like to say how much I enjoyed Dr. Cox’s lecture. It was so nice to meet him this year. The “unplanned” parts of the lectures were the best. They made the lecture relevant and interesting. Good job Dr. Cox.
One more thing, I think Risa’s clinical grading was awesome. Hopefully we can make some changes to ours so that it works similarly to Risa’s.
I hope everyone has a great semester and good luck to everyone.
MDH 2008 CLAUDIA BEARD
REFLECTIVE ESSAY
As I reflect back on the last few days of MDH 2008 it has been a good time. I spent time reconnecting with familiar faces and sharing memories of our first MDH 2007. I have the great fortune of being with a group of women from varied backgrounds and wonderful personalities. It is a nice mix of individuals. There has been a lot of laughter and sharing of stories and ideas.
The speakers that have presented the last few days have brought a wealth of valuable information to be consumed. I love the exuberance and passion of Dr. King. The analogy of adult learning as the “intellectual equivalent to white water rafting” was wonderful. It helps me to understand that adult learning can be good at one moment and in an instant be in peril. Dr. Cox using his subtle humor to keep our attention really did work. His session on pedagogy and andragogy being on a continuum that is constantly changing was interesting. Dr. Ballard presentation on clinical instruction help to reinforce methods that I have been using in my own clinical teaching practice. What an incredible job Ms. Nettles has done with the reorganization of Georgia Perimeter College’s evaluation system, such an absolutely enormous undertaking.
There are quite a number of things that have been presented that I would like to incorporate into my own teaching practices. I feel that I am probably one of the “helicopter teachers.” I would like to have the students think more critically. Use some peer learning, have the students work in groups and share information, ideas and do brain storming. I will develop activities that the students can use with the new information they are given. Encourage the students to use their own past experiences and the experiences of others to draw on for learning. Having the student to become actively involved in the learning process. Lastly trying to be the best role model that I am capable of being.
MDH Week 2008 June Harelson
Reflective Essay
This week in Tennessee has been awesome. I never expected to enjoy it so much. It started out with reconnecting with our classmates from last year and meeting all the incoming MDH candidates. We have had so much fun, from going to BBQ at Corky’s to touring Sun Record studio to just hanging out and listening to music on Beale St.
Day one started with a virtual presentation by Dr. Kathleen King. She was so inspiring and made experiences that we may have historically viewed as incredibly difficult or even impossible seem more like exciting “can do” adventures.
She stressed the need for us to create professional development plans so that we can see exactly where it is we would like to go with our lives. This reminded me of how my life was turned completely upside down with the end of my first marriage. The scariest part of all was not having a plan for raising my four small children alone.
On day two we had a wonderful presentation by Dr. Cox who discussed Erikson’s 8 stages of development. I could see how when we go through a crisis it can become necessary to completely redefine your identity. Dr. Cox talked about how many of the 8 stages are repeated over and over throughout the course of our lives. We can get stuck in the different stages and it is unlikely that our perspectives and behaviors will change without the experience needed to motivate us.
On Day three Dr. Ballard gave us a presentation on some of the issues of clinical hygiene instruction. We found out that there is a wide range in the length of teaching experience among us. I thought it was incredible the way we were able to bring all of those years of experience together in one room and discuss how we were handling the similar challenges that we all face. I guess to sum it all up I would say that learning is a lot more fun and exciting for me at this level and at this point in my life. I am very happy and grateful to be a part of this program and to get to know all of the wonderful people who are involved in it. I look forward to taking everything I have absorbed this week (with the exception of a few extra pounds) back to California and use what I have learned to become a better teacher.
I always wondered about people writing in their own journals and what possibly can they write about, as if they cannot remember what they did that day. I never thought that I, myself, would actually start writing in my own journal especially about MDH week and my journey throughout my life and career. But, here I am considered one of “those” writing in their journal, and so it begins.
The first day of orientation was exciting because we finally get to meet everyone involved in this program from different parts of the country. Dr. Kathleen King, Dr. Thomas Cox, Dr. Cassandra Ballard, and Dr. Nancy Williams have made MDH program very interesting and engaging. I feel that a lot of what Dr. King and Dr. Cox’s presentation displays hit home for a lot of us this week. For example, each person in this program came from different backgrounds and life experiences that they are willing to share. That there is no “right” or “wrong” way of doing things; it’s just done differently with different people. I learned that adult learning can be very challenging, yet rewarding to adult teachers as well as adult learners. As a result of this week’s lectures on adult education, I will definitely take this back with me and try to grow within myself and let the students know how valuable it is that not only are they student learners, but that their instructor is also a student learning from them as well. These last few days have already empowered me to be a better instructor and learner.
When I pack to return home, my luggage will be filled with clothes and all of this week’s influences that I cannot wait to share them with my students, my family, and especially my journal.
MDH Week 2008
The 2008 MDH week has been has been interesting and informative. Each day has offered new information and challenged me to see things from a different perspective.
Dr. King showed me the enthusiasm and longevity that can come from a career in education. It's nice to hear that the journey to get to our final destination will not always be smooth. I think we all already know that, but it's not easy to deal with setbacks and even failure the first time trying.
I found the introductions to the classes to be very helpful. It's nice to get an idea of what to expect from each class and brainstorm with classmates about possible project topics. I wish we would have done this last year.
I have always been a traditional student until enrolling in the MDH program. I wasn't sure that online learning would work for me, but I decided to try it anyway. I guess this is part of my whitewater rafting adventure. After one year of classes completed in the program, I can honestly say that I am happy I decided to jump in and give it a try. In fact, sitting in classes this week felt a bit odd just because I am now accustomed to the online format.
Isn't if funny to think that things that seem so foreign and uncomfortable to us at first can somehow become quite comfortable and normal in time. One of the biggest discoveries for me this year is how different each educational institution can be. Although I've only been a clinical instructor for a year, I've already changed my teaching style(although I'm not sure I really had a teaching style in the beginning). Before this week I thought most dental hygiene schools used basically the same curriculum and teaching methods.
Looking back on this week, I realize how fortunate we are to be able to come together and share such wonderful resources. I am ready to take what I've learned about myself and others and apply it to my everyday life. I think I will better appreciate the strengths that my colleagues possess and understand how to best capitalize on each person's unique characteristics.
What will I do differently? As I reflect on my time spent in this program, and my time as a clinical instructor I have learned a few things about myself and the way I teach. Most importantly the kind of teacher I want to become. When I began the program, I had no idea what I wanted to do with the degree that I would be attaining. I was thrown into clinical teaching the year before but never thought I would be headed toward furthering my education in education.
I entered the program expecting to expand my knowledge on the different clinical aspects of dental hygiene, but to my surprise the program focused on education and adult learning. After completing several courses, I found myself extremely intrigued with adult education and the different stages of development. Attending the workshop this year confirmed my interest in adult learning. Throughout the workshop I have learned from the different stages of development. In stage 7 of the development it suggests that you should give back to your generation. Being a clinical instructor in this profession, I have learned to value the field as well as the profession. I have realized that I am a passionate instructor but the type of instructor that gives all the answers. I have learned that way of teaching is not an effective one, and I am only creating “spoon-fed” individuals.
As a result of the workshop I hope to become a better instructor. I will learn to be more open-minded with my students, use life experiences to educate students and support students as much as I challenged them. I am learning to understand my own strengths and build on those strengths to better educate students.
As I reflect on the 2008 MDH week, I find it necessary to compliment our faculty, Dr. King, and all others who played a part (no matter how large or small)in preparing a fun-filled academic setting for each of us to make lasting friendships, learn from one another, and enlighten each of us with descriptions of future or past course requirements.
While reading the postings of others, I wonder how many of us buy into the correlation between who we are and our life experiences. I recently posted a blog on myspace about this very thing. I will avoid boring each of you by posting the blog in its entirety; however, I will select the last couple of paragraphs to summarize my reflection of it. So here goes: "When poor decisions are made, it is important to learn from them. Allow them to mold us into better people. Sometimes, life happening around us contributes or controls a portion of our decision making. But with saying that, I believe that we can change our stars and are in control of our own destiny.
This person that I am now has learned alot in barely 30 years of life. I haven't always made the best choices; but in the end, things have always worked out all right. I don't need to go into detail about each poor decison that I have made in my life because I would probably end up with carpal tunnel from typing that long but you should know that those same very bad decisions have made me who I am today! And I am proud of whom I have become. My advice to everyone taking the time to read this is: Live like there is no tomorrow and make decisions in which you too can be proud."
Although each of us may have something different academically to take away from this week, I hope that each of us takes away the importance of life-long learning through both continuing education and life experiences.
PS: I ate the best Thai food that I had ever eaten in Memphis, Tennessee!
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