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Teaching TipsTeaching Tipsfor thefor the‘Sage on Stage’‘Sage on Stage’
With Dianne Polseno, LPN, LMTWith Dianne Polseno, LPN, LMTAMTA 2010 National ConventionAMTA 2010 National Convention
Minneapolis, MNMinneapolis, MNAugust 22-25, 2010August 22-25, 2010
Intention and GoalsIntention and Goals
To share principles, concepts and To share principles, concepts and activities I’ve used over the years.activities I’ve used over the years.
To offer you information you may not To offer you information you may not already know.already know.
To affirm information you already To affirm information you already know.know.
To learn one of each of your tips.To learn one of each of your tips. That you have two valuable take-That you have two valuable take-
always to use in your classrooms.always to use in your classrooms.
My BackgroundMy Background
Began teaching at age 6 in my garage to Began teaching at age 6 in my garage to an imaginary class using a stick as a an imaginary class using a stick as a pointer.pointer.
Tutored all through high school, nursing Tutored all through high school, nursing school, massage school and neighborhood school, massage school and neighborhood kids.kids.
TA for anatomy teacher after I graduated TA for anatomy teacher after I graduated massage school.massage school.
Got my master’s initiation teaching two Got my master’s initiation teaching two A+P classes 5 months after graduating A+P classes 5 months after graduating massage school.massage school.
Teaching ever since.Teaching ever since.
Di’s School
What I Teach NowWhat I Teach Now
Ethics, cadaver/anatomy, Ethics, cadaver/anatomy, pathologies, business for CE for pathologies, business for CE for bodyworkersbodyworkers
Basic massage to 1Basic massage to 1stst year PT year PT studentsstudents
Pelvic floor anatomy to gynecology Pelvic floor anatomy to gynecology residents at W+I hospitalresidents at W+I hospital
Teach by modeling every dayTeach by modeling every day
My Guiding PrinciplesMy Guiding Principles
First…..First….. My Guiding PrinciplesMy Guiding Principles
My Students are My Greatest TeachersMy Students are My Greatest Teachers Gain ExpertiseGain Expertise Everyone Deserves a Chance to LearnEveryone Deserves a Chance to Learn People Learn DifferentlyPeople Learn Differently Never Work Harder Than the StudentNever Work Harder Than the Student Respect the Power of TransferenceRespect the Power of Transference Respect the Power of the Fiduciary Respect the Power of the Fiduciary
RelationshipRelationship First Impressions are the Most LastingFirst Impressions are the Most Lasting
Students are TeachersStudents are Teachers
I have learned more about myself, life, I have learned more about myself, life, people, relationships, learning, and people, relationships, learning, and teaching from my students than from teaching from my students than from anywhere or anyone else.anywhere or anyone else.
Every class and every student showed Every class and every student showed me more pieces of myself to me.me more pieces of myself to me.
I’ll be specific through the presentation I’ll be specific through the presentation on what students taught me.on what students taught me.
Gain Expertise Gain Expertise
Students seek out weaknesses like Students seek out weaknesses like heat seeking missiles.heat seeking missiles.
If you don’t know it well enough to If you don’t know it well enough to feel confident answering questions, feel confident answering questions, don’t teach it.don’t teach it.
Research, learn, study, practice.Research, learn, study, practice.
Everyone Deserves a Everyone Deserves a Chance to LearnChance to Learn
EqualRights
Don’t pre-qualify people – ‘this Don’t pre-qualify people – ‘this one won’t make it’; ‘why did one won’t make it’; ‘why did they enroll that one?”they enroll that one?”
Think of one student you Think of one student you thought would never make it thought would never make it but who is successful today.but who is successful today.
Sometimes it takes one person Sometimes it takes one person to believe in someone – are to believe in someone – are you that person?you that person?
Share your student Share your student success storysuccess story
““Gerry”…Gerry”…
Protect ConfidentialityProtect Confidentiality
People Learn DifferentlyPeople Learn Differently
Learning StylesLearning Styles
Traditional - Values structure, rules and safety when Traditional - Values structure, rules and safety when learning learning
Playful - Values action, practical application and Playful - Values action, practical application and freedom when learning freedom when learning
Ideational - Values things, theories and objectivity when Ideational - Values things, theories and objectivity when learning learning
Personal - Values people, communication and relationships Personal - Values people, communication and relationships when learning when learning
Visual – values learning by sightVisual – values learning by sight
Auditory – values learning by soundAuditory – values learning by sound
Kinesthetic – values learning by touch or actionKinesthetic – values learning by touch or action
TIPP by Performanceprofessionals.com
Don’t try to make everyone Don’t try to make everyone a left or right brain learner.a left or right brain learner.
When a student needs When a student needs tutoring, try to learn the tutoring, try to learn the way their brain processes way their brain processes information.information.
Concepts are as valuable as Concepts are as valuable as details – when details are details – when details are difficult, teach difficult, teach conceptually.conceptually.
Never Work Harder Than Never Work Harder Than the Studentthe Student
ZZZZZZZZ……
It’s our job to teach and it’s It’s our job to teach and it’s their job to learn. their job to learn.
Enabling is the dark side of Enabling is the dark side of being helpful.being helpful.
Watch your frustration and Watch your frustration and resentment barometers – resentment barometers – signals you may be working signals you may be working harder than they do.harder than they do.
Respect the Power of Respect the Power of Transference and Transference and Counter -transferenceCounter -transference
They are constantly in operation.
You ‘become’ their parent, authority figure, boss, teacher they loved/hated, etc.
They ‘become’ your parent, child, sibling, relative, etc.
“Is it live or is it Memorex?”
Respect the Power of the Respect the Power of the Fiduciary RelationshipFiduciary Relationship
Fiduciary – relating to or based on Fiduciary – relating to or based on trust.trust.
Own the power you have as a Own the power you have as a teacher and don’t abuse it. teacher and don’t abuse it.
How We Can Affect How We Can Affect StudentsStudents
As teachers, we have ‘power’.As teachers, we have ‘power’. This can lead to helping or harming This can lead to helping or harming
a student, regardless of our a student, regardless of our intention.intention.
Intentions are meaningless – we are Intentions are meaningless – we are responsible to DO NO HARM.responsible to DO NO HARM.
We need to self examine, “how and I We need to self examine, “how and I perceived?”perceived?”
Clay building story.Clay building story.
First Impressions Are the First Impressions Are the Most LastingMost Lasting The first class is critical.The first class is critical. It sets the tone for the semester.It sets the tone for the semester. It can affect the students’ entire It can affect the students’ entire
school experience and profession.school experience and profession. You only have chance to make a first You only have chance to make a first
impression.impression. Own the impression they have of you Own the impression they have of you
by working with this principle.by working with this principle.
Concepts and ActivitiesConcepts and Activities Set IntentionSet Intention Structure and FlowStructure and Flow Humor and FunHumor and Fun StorytellingStorytelling Keep it SimpleKeep it Simple How Important is It?How Important is It? Creative VisualizationCreative Visualization Be Remembered Be Remembered
Saying, technique, story, practice, Saying, technique, story, practice, quote, etc.quote, etc.
Set IntentionSet Intention
Start of course/classStart of course/class Can be a ritual, reading, statementCan be a ritual, reading, statement State exactly what you want to State exactly what you want to
accomplish:accomplish: Safe, trusting learning environmentSafe, trusting learning environment Clarity of teachingClarity of teaching Flow of teaching/learningFlow of teaching/learning
Structure and FlowStructure and Flow
Both are necessaryBoth are necessary
Flow without structure is Flow without structure is chaos.chaos.
Structure without flow is Structure without flow is confinement.confinement.
Structure:Structure: Itinerary for classItinerary for class Classroom order, Classroom order,
management and management and rulesrules
Time limitsTime limits LectureLecture Overheads/PPOverheads/PP MemorizationMemorization Tests; gradesTests; grades Directions Directions ExplanationsExplanations ThoughtsThoughts
Flow:Flow: Hands on intuitionHands on intuition Q+A + DiscussionQ+A + Discussion StorytellingStorytelling Acting things outActing things out BreaksBreaks ProjectsProjects ConceptsConcepts Palpate/Feel for….Palpate/Feel for…. Visualize….Visualize…. Tune into….Tune into…. HumorHumor FeelingsFeelings
Unwavering StructureUnwavering Structure
““Both the client and therapist Both the client and therapist must be capable of must be capable of desexualizing the massage desexualizing the massage experience.”experience.”
You must demonstrate that at You must demonstrate that at all times.all times.
No tolerance rule around sexual No tolerance rule around sexual innuendos.innuendos.
Establish Structure Establish Structure Class OneClass One
It’s easier to allow flow after It’s easier to allow flow after structure has been established.structure has been established. It’s difficult to add structure It’s difficult to add structure after flow has been established.after flow has been established.
Introduce yourself and give quick background of Introduce yourself and give quick background of your qualifications. Tell how you want to be your qualifications. Tell how you want to be addressed.addressed.
How/when to contact you.How/when to contact you. Quick student introductions – remember Quick student introductions – remember
students’ names. students’ names. Give big picture of course – overview and end Give big picture of course – overview and end
result and relate it to being a MT.result and relate it to being a MT. Set ground rules for class (different from going Set ground rules for class (different from going
over syllabus).over syllabus). Cell phone/chocolate duty.Cell phone/chocolate duty. Call in if absent or lateCall in if absent or late Classroom etiquette Classroom etiquette
One speaks, all listenOne speaks, all listen Class order is everyone’s jobClass order is everyone’s job Raise hands to ask questionsRaise hands to ask questions Don’t monopolize class timeDon’t monopolize class time Quiet entrance if lateQuiet entrance if late
Explain the learning process:Explain the learning process: Dormant brain expectations.Dormant brain expectations. Make sure the information is Make sure the information is
understood when it’s taught – make understood when it’s taught – make sure it ‘goes in’ correctly. Keep asking sure it ‘goes in’ correctly. Keep asking questions until you get it. You’ll meet questions until you get it. You’ll meet with them if they need more time.with them if they need more time.
Go home and Go home and reinforce/memorize/practice.reinforce/memorize/practice.
Keep reinforcing it.Keep reinforcing it. 45 minute rule.45 minute rule. Teach creative visualization for Teach creative visualization for
learning.learning.
The “Art of Testing”: The “Art of Testing”: Structure and FlowStructure and Flow
Explain what the Explain what the test will includetest will include
Structure:Structure: True/FalseTrue/False Fill in the blankFill in the blank MatchingMatching DiagramsDiagrams
FlowFlow Multiple ChoiceMultiple Choice EssaysEssays PalpatePalpate DemonstrateDemonstrate
More on tests…More on tests… If you didn’t teach it or tell them to learn If you didn’t teach it or tell them to learn
it, don’t test them on it (beware of giving it, don’t test them on it (beware of giving OPT).OPT).
Prepare them: what to expect, what to Prepare them: what to expect, what to study, what to focus on, composition of study, what to focus on, composition of questions.questions.
Challenging their critical thinking skills is Challenging their critical thinking skills is different from trying to trick them.different from trying to trick them.
Be direct and clear with what you are Be direct and clear with what you are asking:asking: Don’t ask tricky questionsDon’t ask tricky questions Don’t ask confusing questionsDon’t ask confusing questions
Practicum:Practicum:Structure and FlowStructure and Flow
StructureStructure ““Do it this way”Do it this way” Individual strokes and Individual strokes and
techniques – methodstechniques – methods SequenceSequence Timeframes – 30/60/90Timeframes – 30/60/90 Body mechanicsBody mechanics Here’s the outline of Here’s the outline of
the musclethe muscle
FlowFlow ““Play with that Play with that
technique or stroke”technique or stroke” ““Mix it up”Mix it up” Create your own Create your own
techniquetechnique Blindfolded massageBlindfolded massage Body mechanicsBody mechanics Feel for where that Feel for where that
muscle belly ismuscle belly is
Other Examples of Other Examples of Structure and Flow….Structure and Flow….
Humor and FunHumor and Fun
Have/Foster a Sense of Have/Foster a Sense of HumorHumor
NEVER compromise ethics and NEVER compromise ethics and professionalism.professionalism.
Never use insults as humor.Never use insults as humor. ““Vinny” storyVinny” story Your stories…Your stories…
StorytellingStorytelling
Use stories to teachUse stories to teach Tell students your story.Tell students your story. Know the stories of your students.Know the stories of your students. Teach using stories:Teach using stories:
Protein synthesis is a bread factoryProtein synthesis is a bread factory Heart is like a duplexHeart is like a duplex Use your experiences and client stories to Use your experiences and client stories to
teach many thingsteach many things
Keep it Simple….Keep it Simple….ororHow Important Is It?How Important Is It?
““Do they ‘Need’ to know Do they ‘Need’ to know or is it ‘Neat’ to know???” or is it ‘Neat’ to know???” (Adrienne Asta)(Adrienne Asta)
Creative VisualizationCreative Visualization
Relaxation, grounding, focusing Relaxation, grounding, focusing Visualize body mechanicsVisualize body mechanics Visualize performing techniquesVisualize performing techniques Visualize successVisualize success Visit parts of their body/mindVisit parts of their body/mind Visit the Masters Visit the Masters
Be MemorableBe Memorable
Anatomy closet visualizationAnatomy closet visualization This is a shoeThis is a shoe Daily quoteDaily quote Stories of my nieces and nephewsStories of my nieces and nephews
Share with us…Share with us…
What teaching tip can you share What teaching tip can you share with the group?with the group?
What makes you memorable?What makes you memorable? What’s the most important thing a What’s the most important thing a
student taught you?student taught you?
Questions?Questions?
My Perlinski My Perlinski Acceptance SpeechAcceptance Speech
