learning experience, could all be described as internal motivators that are focused on learners. Or alternatively, other internal motivators could be your own personal development such as progression of career, change of career, promotion at work, or simply pursuing your dream career. Motivators such as these, which have a focus on the learner or personal development, or a combination of both, are a very good foundation for wanting to teach.
2 - Your Teaching Philosophy
Taking a little time to reflect on your teaching philosophy can also be a very beneficial exercise in forming the basis for a successful career in teaching. A teaching philosophy should reflect your thinking on how you would like to teach and can lead to you forming your beliefs and values of how you believe adults should be thought . A teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. In addition to general comments, your teaching philosophy should discuss how you would put your beliefs into practice by including concrete examples of what you do or anticipate doing in the classroom. For instance would your philosophy be based around lecture style teaching which would involve a lot of one way communication, or would it be more learner centred.
3 - Your Attributes
Having knowledge and skills is important but in themselves may not be enough for a successful classroom climate. The best adult educators also possess attributes and interpersonal skills that encourage participation, motivation, and collaboration. Attributes can be described as the personal traits or characteristics that a teacher brings to their teaching.
There is debate among educators and psychologists as to whether attributes are inherent or can be learned, but the general consensus would indicate that with knowledge, practice and experience, attributes can be learned and developed.
The following are some of the key attributes displayed by effective teachers in adult education.
An ability to portray and instill confidence
An ability to foster a climate of mutual respect.
An ability to be seen as professional but approachable.
An ability to communicate effectively.
An ability to be fair and consistent.
An ability to deliver content in an engaging manner –learners in the process.
An ability to display passion and enthusiasm.
4 - Your confidence Levels
Confidence seems to be one of the most common barriers that aspiring teachers can place in their way. It can become a complex topic for some who perceive it to be something one is born with, or the sole preserve of the gifted. But the good news is, it’s neither.
Confidence is much to do with attitude, and mindset, and like many of the other skills needed for teaching, it can be learned. Here are some facts about confidence.
What Is Confidence
There are many definitions of confidence in various texts. But the one I found easiest to understand was presented to me early on in my teaching career and helped me get to grips with its concept. It went like this:-
"Confidence helps us move towards a goal or outcome we would like to achieve".
Yes. It’s that simple, and this definition alone should help raise your confidence levels. Why? Because you have already “moved towards many goals and achievements”. And you may not realize it, but it was your confidence that helped you move towards these achievements. In other words, you would not be were you are today if you didn’t have confidence.
Here are some facts about confidence
Everyone has Confidence.
Confidence can be Acquired and Learned.
Confidence Is More About Actions Than Feelings.
Confidence is Situational.
Competence Equals Confidence.
Your Mindset Plays a Role in developing confidence.
Knowledge Plays a Role
Remember
Everyone has confidence, and it can be acquired for any new goal or outcome you want to move towards. The likelihood of you developing confidence for teaching will dramatically increase with practice, the correct frame of mind, and the acquiring of the relevant skills and knowledge. And remember, be kind to yourself, as you have already displayed great confidence in your many achievements to date.
5 – Communication Skills
Communication skills are all encompassing. In other words they impact on almost every aspect of you as a person and how you apprach your teaching. From the minute you walk into a classroom you are communicating with learners
The way walk, your dress code, your body language, your demeanor. These are all communicative messages that can impact on how you are perceived by students. All this before you start to speak or teach.
Another communication skill that is often overlooked is listening. Yes listening is a communication skill and a vital one if you are to build rapport with students. Other important ones to be aware of are your presentation skills and the tone and pace of your voice
6. How do you deal with conflict?
Its most likely that throughout your teaching career you will find yourself in conflictual situations. Nobody likes it but it’s a fact of life in the teaching arena. It can happen in your classroom with learners, or with your peers, or with managers or heads of department. Your teaching career can be a lot less stressful if you know how to react in these situations. They may not be many, but learning some strategies for when they do come about will gain you credibility and respect with your learners and peers.
7 - Do you know how to build rapport
There’s a theory among some educational psychologists that RAPPORT is the new motivation, and I’m inclined to agree with them. It follows on from the decades of research on “motivation” and how to motivate others; and guess what; some experts would argue it’s impossible. You can’t motivate others, they can only motivate themselves. However, you can provide the conditions and environment that will contribute to their motivational levels. But it doesn’t happen overnight. It’s on-going process of building trust and fostering mutual respect in the classroom. Here’s some methods to get you started:
Understand how your learners learn
Understand your learner profiles
Respect the learning needs of adults in Further Education
Create an environment that is supportive and safe
Establish ground rules at the onset that will contribute to a positive learning environment (learners and trainer should contribute)
Be fair and consistent
Be professional but approachable
Be courteous towards learners
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