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Peer Appraisal

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Writing Guide 

Nipissing

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                                                                                                                                    May 2007

Overview

I see myself as a skillful facilitator, resource, presenter, coach and learner. These are skills I have honed in business and use in teaching. I believe that being able to see the relevance and application of a concept make its adoption by an individual easier and I provide this linkage by relating concepts to examples and analogies from my extensive business experience. I adapt my teaching to the topic, the level being taught and the individual so that communication is improved.

It’s about the individual

Students present a wide array of needs, abilities and learning styles. I strive to accommodate individuality and to respect the individual. Respect for the individual starts with my learning their identity and continues by acknowledging their contribution and protecting any sensitivity they may have during subject discussions.  In life and in business I routinely modify my style to reflect the maturity and ability of an individual thereby making the interaction more inclusive and drawing out ideas that might otherwise be wasted. I believe that adapting in this way is also a mark of respect.

I owe it to the students to be prepared for a topic and current in my knowledge. My preparation is in the lesson plan, current topical issues, cases, lecture portions, demonstrations and research of relevant applications. By breaking the class into segments that contain different teaching styles I will provide an environment in which differing learning styles can each be successful.

I encourage input on relevant topics and I consolidate the ideas to make a point or to propose a fresh perspective for discussion. Original thinking can and should occur all the time, particularly when technology and business tools change so quickly. Testing fresh ideas against business fundamentals provides a good vehicle for learning.  I create a learning environment that is supportive and encouraging of the individual as he/she adopts and consolidates new concepts and yet in which control is maintained and clearly annunciated expectations are set. This, I achieve by establishing guidelines for debate and demanding mutual respect in all discussions and meetings. As facilitator, my responsibility to the group is to monitor and intervene when guidelines are not respected.

I am more than happy for individuals or groups to pursue issues and topics with me outside classroom hours; either to help understand a problem or for them to explore some alternate solution. I will schedule time for this and make it known. Additional times can be arranged on a case by case basis.

Facilitator, resource, presenter, coach and learner.

Being a facilitator more often than a lecturer takes additional time but, in my opinion, is more satisfying for both teacher and student and involves the individuals in active learning. Careful steering of discussions or inter-group critiques keeps everyone involved, covers the subject and enriches the learning process.

Classes are segmented to provide a variety of experiences and to stimulate continued interest. A typical class includes an open discussion of assigned readings and sometimes a pop test as a memory jogger, a presentation to consolidate the main subject points and perhaps expand on areas where the reading was weak, individual or group exercise to re-enforce a concept and individual or group presentations to be critiqued by others. A final segment might include a presentation to integrate the work with concepts studied to date or have an exploratory case discussion to use new concepts in a role playing situation.

I see myself as a resource because my role is to assist individuals to find information that helps their discovery. I should not and cannot always provide the solution they seek. However, I can guide their search and motivate them with glimpses of what they will find.

I do not see presentations as detailed notes but rather key points and graphics of conceptual models and relationships that provide a roadmap and, later on, a memory jogger for teacher and students alike. I have presented complex topics to various levels of business and government and welcome discussion during a presentation when continuity for the whole audience is not jeopardized.

My MBA organizational behaviour professor coached me not only with respect to his subjects but business in general. The relationship extended beyond his classes and we crossed paths in the local business community many times. I respected the professor and valued the relationship. I aspire to be a respected coach for students and feel privileged if individuals view me as such.

In dealing with people I learn about them and what they know, or at least what they choose to share. As I learn about the person I can communicate with them increasingly effectively. I also want to learn new things myself and about myself. My experience tells me that there are always those who know much more than I do and no-one who knows everything. I want to continue on a path of continuous improvement in matters that are important to me. That includes teaching skills.

Standards and fairness

I give credit where it is due and expect others to do the same. When working as a group, I expect a group result and that the student team will manage any performance issues internally. Plagiarism and other forms of cheating are unacceptable. I will make this clear and outline the consequences for offenders and accomplices at the start.

The basis for grading will also be clearly stated at the start of a course and I undertake to mark work promptly and whenever possible to provide forthright feedback, in a private setting when appropriate. Marks will be awarded solely on the merit of the work being evaluated and without consideration of the individual’s past performance, be it good or bad.

Conclusion