What Makes a Good SGL?

“So, what does the good teacher do? Create tension—but just the right amount.” –Donald Norman, professor, researcher, & author

Becoming a Good SGL

If we, as SGLs, are lucky in our attempt to create tension in our classes at BOLLI, the faces of our participants take on a curious and involved expression. There is electricity in the air as the classroom comes alive. At least, that is what we all hope will happen. When we are natural and relaxed, confident in ourselves, that excitement occurs often enough to reward the class and ourselves for the hours we have spent preparing for these moments.

Below is some information to go over from time to time, a reminder of the “role” we have signed up to play every time we engage with our class, whether in person or over Zoom.

Favorite Teacher Traits Described by Students

Caring, warmth, generosity of spirit.
Encouragement, “faith in me,” inspiration.
Willingness to take risks.
Respect for students, particularly by not “dumbing down” the material.
Belief that “not everything has one answer.”
Ability to make complex ideas or information simple without making errors as a result.
Sharing of dynamism, enthusiasm, passion, engagement.
Ability to challenge.
Encouraging, open, non-judgmental
Sensibility.
Sense of humor.
Knowledge.
Ability to put the “story” into history.
Gives clear direction.
Inspires reflection.
Organizational skills.

Best Practices

Embodying all these traits is a tall order, but we can all aspire to have some of these skills! Some may seem innate, but most can be mastered with practice. Although the list is long, filled with suggestions reflecting the experiences of seasoned teachers, the present is a good time to familiarize yourselves with some of the building blocks that will help you succeed.

When Beginning a Class…

Provide a general “map” for the course in your first session and then at the start of each subsequent session.
Make sure that course participants have an opportunity to introduce themselves at the first session, perhaps using a course-related prompt.
Briefly summarize the previous week’s work and provide time to talk about “homework.”

When Lecturing…

Show enthusiasm for the subject.
Show solid understanding of the material.
Present in a well-organized fashion.
Make a personal connection with the topic.
Make connections with similar or current issues.
Welcome questions and/or comments.
Make connections with questions or comments brought up by participants.
Elaborate on and/or clarify a point that may have been confusing.

When Using Technology…

Handle equipment with familiarity and relative ease.
Provide material that amplifies, extends, and/or demonstrates rather than merely repeats what was included in the week’s “homework.”
Do not include long passages of text on slides.
Do not read the slides.
Do not show videos or movies that take up too much of the period (unless, naturally, those films are the basis of the course as a whole and part of each week’s overall plan).
Provide ample time for questions and discussion.

When Responding to Course Participants’ Comments…

Validate or support class members’ ideas.
Remain open to different points of view.
Support a course member’s idea while suggesting another point of view.
Suggest that the idea presented might be appropriate for class discussion.
Welcome participants’ suggestions for additional source material.
Support course members who do extra reading or research.

When Facilitating Class Discussion

Offer open-ended questions that prompt discussion.
Bring the group back to the point when digressing too far afield.
Validate diverse participant input.
Provide clarifying remarks when needed.
Connect participant comments to the text.
Work to “balance” participation.
Support the “big talker’s” ideas with diplomacy without allowing him/her to dominate while encouraging quieter members to add their comments.
Make an appropriate transition and move on when a topic seems to have been adequately covered by the group.

When Ending a Class…

Briefly summarize (or ask participants to summarize) the main ideas covered during the period.
Make sure that the assignment for the next session is clear.
Provide opportunity for feedback by asking for final questions or comments (or by asking participants to jot down a question or comment on an “exit slip” to hand in as they leave or send by email).

Shared Commitment

Most of us did not come to BOLLI as educators. On our own, or because someone encouraged us, we decided to learn how to teach. And one of the great things about BOLLI is that there will always be individuals in our classes who will help us out. As SGLs, we are their facilitators, guides on a journey. All we must do is connect with our students and then invite them to dig into questions we have provided for them to answer. Let the students do the work! If they know your heart is in the right place, they will do it!

Google Sites

Report abuse