For 3260 with Joanne Mills.
The Skillful Teacher
Vancouver Community College PIDP 3260 https://www.facebook.com/VCCSchoolOfInstructorEducation/
March 12 2025
3260 Post # Week 2
As I embark on my journey as an instructor/learner, I can’t but look in awe at the monumental task that is teaching and how as a learner/facilitator of knowledge there are/were so many concepts, theories and methodologies that were partially understood, new, unknown, unfamiliar, foreign and even novel (learning styles). There is an unbelievable amount of information and yet, there is still so much we don’t know or understand.
Stephen Brookfield wrote in his book about the “Truths of Teaching”. I found this fascinating because as a teacher and a parent there has been so many times where I too felt like an “Imposter”. Feeling I was no expert and having to make statements to that fact as a form of self preservation. I also agree with the truth that “I cannot motivate anyone to learn if at a very basic level they don’t wish to” (Stephen D. Brookfield, pg 9, 2015) and therefore focus on removing the barriers to learning and or looking out for teaching moments and maximizing their benefits/potential.
Like the AI generated picture above for this post, as teachers/facilitators of knowledge, we need exude confidence and competence as a basic requirement to build our learners own confidence. We work hard to do a good job of masking our own truths/frailties and hope that no one notices our obvious defects like the fingers of the AI generated picture above.
3260 Post Week#3
March 22 2025
Coming soon
Reflective Writing 1A
March 30 2025
3260 Post# Week 4
Quote:
“As teachers we all bring different gifts and handicaps to the table (2015, p102).”
Stephen D, Brookfield
Objective:
This quote emphasizes the fact that as teachers we all make valuable contributions to our learner’s development but also along with these gifts, we also have drawbacks or handicaps that have far reaching implications for ourselves and learners. I was attracted to this quote because of its scope, it seems to me that these words could be applied in all aspects of our lives, not just the classroom.
Reflective:
I chose this quote because I agree with the writer’s intent. As humans we all live in our own unique microcosm of how we believe the world works or should work and that usually works out fine if those around us generally agree or share our world view, but when they do not, because of age, race, ethnicity or any other social divergent consideration, then that opens the door to a host of complications that could make a productive learning environment untenable.
As A teacher/parent I am often faced with a situation where my gifts are hampered or obstructed by my own inability to overcome my handicaps. Like tending to over share when I am excited.
Interpretive:
Upon reflection, I feel that Mr. Brookfield wanted me to acknowledge that in the context of a classroom environment, our skills/gifts as teachers can and will be affected by our own shortcomings. The idea around this quote was centered on cultural diversity in the classroom and the incapability of one person to surmount the difficulties of harmoniously relating to several cultural groups simultaneously. The Auther postulated a plausible solution by using teaching groups, though he acknowledges that there may be several difficulties in implementing this strategy. I find myself agreeing with Mr. Brookfield and acknowledge the difficulties inherent in today’s classroom. Understanding one’s own gifts and handicaps allows teachers to focus on their strengths and seek support in areas where they need it and by using teamwork when needed.
The modern classroom is one of diversity. My thinking and approach must change accordingly by developing skills and or strategies to overcome the cultural difficulties. One method that comes to mind is inviting guest lectures for each affected ethnic group.
Decisional:
I am more aware of my adult learners’ feelings and the challenges faced by both teachers and learners. By highlighting the unique strengths and weaknesses we each have as teachers, and by emphasizing the importance of self-awareness and teamwork, most of the negative effects of our own handicaps can be mitigated.
B.J. Neblett. Wrote in part: “We are the sum total of our experiences. Those experiences — be they positive or negative — make us the person we are, at any given point in our lives.”
By taking advantage of our own experiences and encouraging others to share their experiences in non-stressful productive discussions, we can foster a learning environment that thrives regardless of its diversity.
Some ways to carry out this are through small group projects, making the groups as diverse as possible. By inviting guest speakers that stand for each diversity. By using field trips or factory/site visits to expose my learners to real world environment and different work cultures. By creating new and varied experiences that would allow the learners to develop a wholesome view of themselves and their peers.
Feedback Instrument
March 30 2025
3260 Post# 4 Supplementary
Overall Purpose
The success of learning and teaching experience depends on students and instructor being aware of each other’s expectations, needs, and abilities. The purpose of this informal summative feedback instrument is to collect information on how well the students are learning in response to the instructor’s teaching and effectiveness in the classroom or during lab projects. The information will be used not just to know how students are experiencing the learning process but also on whether I need some improvement in some areas of teaching.
This summative feedback instrument will be used at the end of the course. This will enable me to adjust my teaching as encouraged by my student’s perspective to make a positive difference and help me correct and refine my methods.
Layout, Formatting and Directions
The Layout of the questionnaire conforms closely to a “white space” concept. The design is simple, easy to understand and likeable. The plain design keeps the respondents interested and less intimidating. The nine questions were intentionally made to fit on one page in a portrait orientation to make it looks like less work. The font is clear and simple, making it more appealing and engaging.
The format of the questionnaire is based on a “Likert Scale” which is the most common and universal method of collecting data from a survey. It does not require the respondents to take stand on a particular topic since it does not require them to provide a simple yes or no answer, but it allows them to response in a degree of agreement and disagreement. Also, it allows the participants to choose neutral if they are undecided. However, Likert Scale may miss valuable info that could offer much needed insight that can greatly aid in the learning and teaching process. In response to this, a comments space is provided for open ended responses, so participants may express their sincere thoughts.
The instruction for completing the Feedback Form is clear and direct to its purpose, which is to aid the instructor in improving his teaching skills and instructional methods. Also, the feedback will be used to improve future instructions to best meet students’ learning needs. The feedback result will be treated as confidential.
Analysis of Individual Items
Item #1: “Course objectives stated clearly.“
Teaching and Learning has clear goals and outcomes. By asking this question, I want to learn if I am being clear about the goals, expectations and outcomes of the course. This will justify the validity and reliability of my assessment in the future. Also, it will increase my credibility and authenticity as a teacher (Brooksfield, 2015). As an instructor, it is crucial for my students to know what my expectations are so that they can approach the course and assignments with clear goals and expectations.
Item #2: “Material presented in class matches syllabus.”
Since material being presented is the core of the course, it is one of the most crucial factors in the learning process of students, then the quality of said material is paramount and of equal importance is following the syllabus. Like this feedback instrument’s purpose with respect to the instructor, students need a good grasp on the expectations. The syllabus provides an outline, a road map if you will, it’s a crucial part of the learning process that gives them a map to chart their progress.
The purpose of this question is for me to know if the students believe that I have done enough during the course for them to comfortably feel that the material matches the syllabus. This can be challenging in courses like Power Generation where there is a lot of different equipment and a wealth of information so scaling and specifications become crucial.
Item #3: “Instructor responded questions.”
This question will allow me to assess the effectiveness of my teaching and how well I am doing in empowering my students to express themselves. If my students don’t believe I will address their questions, then they would be much less inclined to take part in class. This will tell me if I need to work harder at listening and how I am doing in creating a good classroom environment that is conducive to learning.
Item #4: “Instructor demonstrates adequate knowledge of course.”
This question will help me in assessing if my teaching methods and technique show my knowledge. Also, this will give me some idea if I need to change my presentation style or replace some technique to be more effective. It may also show areas in which I need to broaden my knowledge base. This question is particularly important to me as an instructor because it will tell me how confident the students are that I can deliver the subject efficiently and effectively. Their response to this question will tell me if they believe I am competent enough to handle the course.
Item #5: “Instructor uses appropriate teaching methods.”
This question is especially important, and the Likert-style question frees the students to give a more honest answer. Teaching in the trades is challenging because of the specifics and procedures involved. The fact that some of them a counter intuitive does not help when trying to inculcate best practice principles. As such, I want to see if my students understand or appreciate the teaching methods I am using.
Plan for Analysis and Implementation
One of the main components in conducting data gathering activities is efficiency. To promote efficiency in conducting surveys, researchers usually perform pilot surveys. I plan to pilot this feedback instrument in a core course to get a feel for data gathering and to prepare my students for future surveys. I intend to conduct a similar feedback instrument at the end of all my core courses in the future to make sure I am meeting the needs of the ever-changing demographic.
The activity will be done at the end of the course typically right after they are handed their completion documents when the stress of the course is gone, and they are more likely to answer the survey seriously.
Appropriate use of the Likert Scale and the analysis of the results has been debated by experts for over half a century now. Each one has their own views and valid arguments whether the data are ordinal or interval, parametric or non-parametric, and so on. A variety of experts’ recommendations are all present in articles when it comes to analyzing data from Likert Scale depending on what type of result a researcher wants. There are so many approaches to analyzing the Likert scale results ranging from Mann-Whitney U test, Chi square test, T-test, ordinal logistic regression, polychoric correlations and many more.
One weakness of the Likert Scale is that each item holds only comprehensive data. The difference between “slightly agree” which is less positive than “agree” cannot be quantified because the points on the individual scale are not numerical. Nevertheless, assigning a numerical value to items only express a “greater than” relationship, and how much greater is not implied.
When the data is collected and plugged into a suitable chart then by noting the frequency of occurrences of each item’s response one can organize data into some form of clarity. By applying reasonable judgement, we can extrapolate to a reasonable degree what the students have to say about the subject matter in question. The written comments are also valuable and will be crucial in considering the feedback.
After a full-scale survey, I will consider all information and discuss the feedback results if needed and collaborate with students/peers to create a strategy to implement changes where necessary.
Commentary on Brookfield’s Skillful Teacher: Student Resistance
3260 Post Week #5
April 13, 2025
Chapter 17:
Responding to Students’ Resistance to Learning
Throughout chapter 17 of The Skillful Teacher, Stephen D. Brookfield addresses the topic of student resistance to learning. Resistance is an often-overlooked aspect of teaching, but it’s something that most educators will encounter. Brookfield outlines reasons why some students might resist learning and provides strategies for responding in ways that foster understanding and resolution rather than opposition. Brookfield also states that resistance is at times justified and the most we can hope for is mitigation.
Resistance factors
Brookfield’s arguments are that resistance can arise from a variety of factors, including skepticism, insecurities, unfavorable perception of course load, social and ethnic issues, and other procedures associated with the learning process. He highlights that students may resist for reasons ranging from past negative educational experiences to feeling alienated by unfamiliar concepts or teaching methods. Mezirow (1991), similarly argued that transformative learning is often uncomfortable, as it requires learners to question previously held assumptions and beliefs. Simply put, change is hard and changing hard-won long-standing mindsets is even harder.
Brookfield also emphasizes that resistance is sometimes a product of fear of the unknown. Students may resist because they perceive a lack of control over their learning environment. Brookfield suggests that if the students have a knowledge base, then involving them in curriculum development would empower them. He cautions that though this approach may make it harder for the hardcore resistors, it will not completely silence them.
Resistance, How to Respond
Brookfield offers a practical strategy for responding to resistance, he encourages teachers under the idea of modeling to walk the talk making good use of show and tell, so to speak. Another approach Brookfield advocates is the use of transparency in teaching. By effectively splitting our course into weekly assignments we provide students with a means of tracking their progress and create an opportunity for the resistors to evaluate the consequences of their actions. This practice aligns with Ambrose et al. (2010), who found that students are more likely to engage with material when they understand the purpose and relevance behind it.
Additionally, Brookfield encourages instructors to reflect critically on their own teaching practices. Resistance can sometimes stem from a mismatch between teaching perspectives and students’ socioeconomic or ethnic circumstances. By being open to feedback and willing to adjust strategies, educators can create a more inclusive learning environment that accommodates diverse groups.
Resistance, Emotional components
Brookfield emphasizes that resistance is often an emotional reaction to perceived threats to students’ identities, beliefs, or self-confidence. For example, students may resist because they feel their existing knowledge is being devalued, or they fear being exposed as incompetent. Understanding these emotional components allows teachers to respond with empathy and patience, rather than frustration. (Brookfield, S. 2015)
Conclusion
Brookfield’s examination of student resistance in chapter 17 offers an insightful comprehensive and reflective approach to the issue of resistance. By understanding the many causes of resistance and using transparency, critical reflection, and empathetic engagement, educators can create effective and productive environments where resistance is an opportunity for deeper learning rather than a barrier.
Reflective writing 1B
April 18 2025
3260 Post# Week 7
Quote:
“Simply having experiences does not imply that they are reflected on, understood or analyzed critically. Individual experiences can be distorted, self-fulfilling, unexamined and constraining.” (S. Brookfield. 2015. p12)
Stephen D, Brookfield
Objective:
This quote says that having experience is important and often invaluable but that depends on how said experiences are evaluated, represented or harnessed. Brookfield, in his book in chapter one under the topic Being Expert on Our Own Teaching, speaks about the importance of one’s own experience, postulating that we as teachers are often experts in our own field. Therefore, our own experiences when properly harnessed are invaluable as a go to source when faced with various teaching difficulties. I was attracted to this quote because I agree that one’s own experiences are valuable, but they can also be damaging.
Reflective:
I chose this quote because I agree with Brookfield’s postulation. As humans we all live in our own unique microcosm of how we believe the world works or should work and that usually works out fine if those around us generally agree or share our world view, but when they do not, because of age, race, ethnicity or any other social divergent consideration, then that opens the door to a host of complications that could make a productive learning environment untenable.
As teachers, myself included, we all have various experiences, some for decades, others not so long, regardless, they are all valuable and we would benefit immensely if we accepted that and worked at harnessing their true value.
Interpretive:
Upon reflection, I feel that Mr. Brookfield wanted me to acknowledge that in the context of a classroom environment, my experiences can be a boon or a deterrent to various aspects of the classroom environment. For instance, he wrote that we could become victims of “Groupthink” saying that “Experiences can be narrowing and constraining, causing us to evolve and transmit ideologies that skew irrevocably how we interpret the world. A group’s pooling of individual experience can result in a myopic exchange of prejudices.” This would be especially damaging if someone from a more closed ethnic group was put in charge of a modern classroom which is one of diversity. My thinking and approach must change accordingly by developing skills and or strategies to overcome the cultural difficulties. One method that comes to mind is to draw upon my own experience in dealing with diverse groups and seeking the aid of my colleagues from various ethnic groups.
Decisional:
I am more aware of my adult learners’ feelings and the challenges faced by both teachers and learners. By highlighting the unique strengths and weaknesses we each have as teachers, and by emphasizing the importance of self-awareness and teamwork, most of the negative effects of our own experiences can be mitigated or eradicated. There are various resources available through colleagues, faculty or online resources such as websites like Minority Rights Group. Minority Rights Group is the leading human rights organization working with ethnic, religious and linguistic minorities, and indigenous peoples worldwide. (https://minorityrights.org/).
B.J. Neblett. Wrote in part: “We are the sum total of our experiences. Those experiences — be they positive or negative — make us the person we are, at any given point in our lives.”(B.J. Neblett, 2009)
By taking advantage of our own experiences in an evaluated unquantified manner and encouraging others to share their experiences in non-stressful productive discussions, we can foster a learning environment that thrives regardless of its diversity.
Some ways to carry out this are through small group projects, by having workshops that show the value of valuable experience and making the groups as diverse as possible. By inviting guest speakers that stand for each diversity. By using field trips or factory/site visits to expose my learners to real world environment and different work cultures. By creating new and varied experiences that would allow the learners to develop a wholesome view of themselves and their peers.
Certified International Trade Professional (CITP)
3260 Post #8
April 23, 2025
Possible Future Accreditation
Certified International Trade Professional (CITP)
The Forum for International Trade Training (FITT) offers the only national professional designation that recognizes an individual’s experience in international trade. The Certified International Trade Professional (CITP) designation is the highest level of professional accreditation for international business and trade professionals in Canada.
A CITP must meet rigorous education, training, and experience requirements and make a commitment to adhere to the Standards of Ethical Conduct established by FITT. Today, CITPs across Canada bring increased accountability and recognition to the international business and trade profession.
References
1. Brookfield, Stephen. (2015). The Skillful Teacher. San Francisco, CA. Jossey-Bass, a Wiley Imprint. www.josseybass.com
2. Sullivan, G.M., Artino, A.R. (2013). Analyzing and Interpreting Data from Likert-type Scale. Retrieved May 3, 2017 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3886444/
3. Harapunik, Dwayne. (2021) It’s About Learning, Reignite Your Learner’s Mindset. https://www.harapnuik.org/?page_id=9069
4. Harapunik, Dwayne. (September 16, 2024) Its About Learning, what having “Growth Mindset” actually means. https://www.harapnuik.org/?p=9632
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). Jossey-Bass.
Why Students Resist Learning with Anton Tolman – Teaching Higher Ed – September 21, 2017
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Certified International Trade Professional (CITP), Sourced April 23, 2025
Adult Learning Innovations 
Please critique at will.