• Used Book in Good Condition
Teach with Style! helped me plan and organize my training to more reflect student needs. -- Janet Frieling, Program Supervisor, Seattle Washington.
Teach with Style! is a marvelous resource for improving a trainer's ability to teach adults in any subject. The Nurse Practitioner Support Services endorses this teaching guide for Nurse Practitioner related issues. -- Bob Smithing, MSN, ARNP, President Internet Wizards, Kent, Washington
Teach with Style! materials helped me improve my teaching style. I found the self-assessment tools extremely helpful in designing my presentations. -- Brenetta Ward, Writer and Trainer, Seattle, Washington.
As a new trainer, I was desperate for help. I was sent to a 2 day trainer survival session which helped some. But then I read Teach with Style! and found the clear direction and confidence I needed. I got immediate positive feedback from participants in my training. Thanks Jim! -- Teresa Fox, Washington State Government Trainer, Kent, Washington
Good stuff! I can see that it will improve the way I teach adults. Your writing convinces me more than ever that teachers are supposed to learn from students as much as or more than students learn from teachers. -- Joel Davis, Instructor, University of Washington Extension.
Jim's book is the perfect train-the-trainer tool for our organization. We use Teach with Style! for our apprentice trainer program and plan to use it on an annual basis. It is a great guide for trainer professional development. We love it! -- Mari Offenbecker, Director of School's Out Consortium, Seattle, Washington
Jim's train-the-trainer model validates what I've known intuitively, as a long-time teacher of adults and children. -- Theresa Lenear Cultural Diversity Coordinator and Trainer, Child Care Resources, Kent, Washington
The process and materials in Teach with Style! are usable by any level of trainer - from novice to experienced. This is because of its focus on a cycle of assessment and professional improvement. I often recommend it to other trainers. -- Glen Osborne, Teacher and Staff Trainer, School's Out Consortium and Private Training Consultant, Seattle, Washington.
The tools in Teach with Style! help me to recognize my natural style' and identify techniques that I might not normally use, but are important to a successful learning experience. It challenged me to reflect and change my approach so I can be a more effective trainer. -- Carina A. del Rosario, Staff Trainer, School's Out Consortium, Seattle, Washington.
Book by Teeters, Jim R.
Jim has a Master of Social Work Degree from the University of Hawaii. He has over 35 years of experience as a teacher and trainer of adults. His background includes work as a family life educator, social work professor, staff development director, pastor, and workshop leader. Through his consulting firm, Adults Teaching Adults (ATA) Jim shares his discoveries about teaching and learning. ATA aims to enliven adult instruction and enkindle a passion to learn in adult students. Jim wants to affirm teachers of adults, but also challenge them to continually improve their instruction.
Is this Guide for You? Who and where do you teach? Do you teach one student at a time or several at once? Do you teach a short course of a few hours or an extended class for weeks? If you teach adults, no matter what the topic or the setting, this guide will be useful to you. These concepts apply to a college graduate seminar, a parenting class in a local public library, an employee training session, or a mid-air lesson in a skydiving free-fall. To help you this guide offers: A model of adult instruction that I have found most effective; feedback inventories to help you assess your work; and ideas and resources to help you plan your improvement.
Effective Adult Instruction Includes:
Adult students come with a complex mix of personal, family and cultural experiences that influence how they learn and what they know. Factors like age, gender, ability, language, ethnicity, and spirituality challenge us to make instruction relevant, appropriate and anti-biased. Our pluralistic society provides us with a great learning opportunity as we exchange outlooks and solutions to problems of life and work. New awareness of learning styles and preferences and multiple types of intelligence demand that instructors build learning bridges or risk becoming stale vessels of useless knowledge. This program is designed to help you accommodate this diversity and make continual improvement to better serve your adult students.
Instructor Styles and Strategies:
An instructor's style is demonstrated by the particular cluster of strategies used to influence students. Instructors with a balanced and broad range of styles and strategies are most effective. They are sensitive observers, able to adjust their instruction to the unique and diverse needs of adult learners. The result is adult students who are motivated and open to change; therefore, better prepared for life and work. An instructor's history and personality influence instructional style. Instructional rigidity and ineffectiveness emerge from habits that serve a teacher's personal comfort. Improvement comes with feedback, critical reflection and willingness to risk trying new ways. This program helps instructors examine and broaden the way they teach in order to better serve their adult students. An Instructor Style is a necessary condition for maximum adult learning. My model asserts that adult instruction should be:
1. Safe - The experience respects the comfort zones of adults and presents a warm and accepting environment.
2. Stimulating - The experience challenges and provokes adults to think, change and grow.
3. Systematic - The experience is logical and based on goals that are mutually agreeable.
4. Spontaneous - The experience includes play, humor, and unpredictability.
An instructor strategy is a way to create these necessary conditions for learning. They are the building blocks for each instructor style. Strategies guide the specific approaches you will use to design and implement effective learning.