Management Education

I.

The Education Process

There is a general process for providing education to students, such that they
understand the information, are able to use or apply it, and retain what they have
learned.
The first part of the education process is to set goals or objectives for what
you want to achieve in the class. Then you follow steps to provide education to the
students. Finally, you evaluate how well you use the process in succeeding to
achieve your goals.

A. Set Goals or Objectives

As an educator, teacher or instructor, you first need to define your goals in
educating or teaching a class or group of students. Often, this goal is taken for
granted. However, it must be reinforced in your mind, so that you are on the right
track.
Many courses require that you provide a syllabusor course outline that
includes objectivesbefore teaching the class. Once you have defined what
outcome the students should have, you can go through the process of teaching
them.
B. Process Steps
The process to provide knowledge to a student, in most situations, consists of:

Provide relevant information

Reinforce through exercises

Clarify and review material

Test to verify learning


1. Provide Information

You can provide the information to the learner through the various
educational media. Typically, the student has a textbook or other material to
read. You also give a lecture, explaining the material, as well as giving
examples.

With online learning, that lecture may be in the form of a video.

For personal instruction, the student may be able to ask for clarification or more
details.

2. Reinforce with Exercises

You then reinforce what was learned by giving homework exercises and
practice, as well as exercises in class. This is also done in a correspondence
course or in distance learning, and in a lesser degree in online lessons.

Exercises also get the participants more involved in the material,

which helps keep their interest. It is seldom done when the learner is doing selfstudy by reading a book or listening to an audio tape. In these situations, the
learner may reinforce through repetition.
3. Review Information

You then give answers to the exercises, along with explanations, to clarify
the information and to help review the material. This helps the students retain
the information and skills learned.

4. Verify Knowledge

The last step in the education process is to verify knowledge or

competency in the subject matter.

You usually give the students a test or exam to verify what they have
learned and to measure the success of the instruction. Most often, testing
comes after several lessons. If the student passes the test, it is assumed he
or she sufficiently knows the material or has competence in the subject.

C. Evaluate the Outcome

Instead, after your students have taken the exam and their grades have
been handed out, you should evaluate the success of your process to educate your
students. Ask yourself if the outcome of your instruction achieved your goals.


II.

Hallmark of Good Teaching

One set of characteristics of good teaching, extracted from research

studies and summarised from the individual lecturer's point of view (Ramsden, 2003)
includes:
1.
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3.
4.
5.
6.
7.
8.
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12.
13.

III.

A desire to share your love of the subject with students

An ability to make the material being taught stimulating and interesting
A facility for engaging with students at their level of understanding
A capacity to explain the material plainly
A commitment to making it absolutely clear what has to be understood at what
level and why
Showing concern and respect for students
A commitment to encouraging independence
An ability to improvise and adapt to new demands
Using teaching methods and academic tasks that require students to learn
actively, responsibly and co-operatively
Using valid assessment methods
A focus on key concepts, and students misunderstandings of them, rather than
covering the ground
Giving the highest quality feedback on student work
A desire to learn from students and other sources about the effects of teaching
and how it can be improved.

Characteristics of Good Teacher

A good teacher can be defined as a teacher who helps the student to

learn. He or she contributes to this in a number of ways.
A good teacher...
1. Respects students.

Each persons ideas and opinions are valued. Students feel safe to
express their feelings and learn to respect and listen to others.

2. Creates a sense of community and belonging in the classroom.

The mutual respect in this teachers classroom provides a supportive,

collaborative environment. In this small community, there are rules to follow
and jobs to be done and each student is aware that he or she is an important,
integral part of the group. A great teacher lets students know that they can
depend not only on her, but also on the entire class.

3. Warm, accessible, enthusiastic and caring.

IV.

This person is approachable, not only to students, but to everyone on

campus. This is the teacher to whom students know they can go with any
problems or concerns or even to share a funny story. Great teachers possess
good listening skills and take time out of their way-too-busy schedules for
anyone who needs them.

4. Sets high expectations for all students.

This teacher realizes that the expectations she has for her students
greatly affect their achievement; she knows that students generally give to
teachers as much or as little as is expected of them.

5. Has his own love of learning and inspires students with his passion for education
and for the course material.

He constantly renews himself as a professional on his quest to provide

students with the highest quality of education possible. This teacher has no
fear of learning new teaching strategies or incorporating new technologies
into lessons, and always seems to be the one who is willing to share what
hes learned with colleagues.

6. Skilled leader.

Different from administrative leaders, effective teachers focus on shared

decision-making and teamwork, as well as on community building. This great
teacher conveys this sense of leadership to students by providing
opportunities for each of them to assume leadership roles.

7. Can shift-gears and is flexible when a lesson isnt working.

This teacher assesses his teaching throughout the lessons and finds new
ways to present material to make sure that every student understands the
key concepts.

8. Collaborates with colleagues on an ongoing basis.

Rather than thinking of herself as weak because she asks for suggestions
or help, this teacher views collaboration as a way to learn from a fellow
professional. A great teacher uses constructive criticism and advice as an
opportunity to grow as an educator.

9. Maintains professionalism in all areasfrom personal appearance to

organizational skills and preparedness for each day.

Her communication skills are exemplary, whether she is speaking with an

administrator, one of her students or a colleague. The respect that the great
teacher receives because of her professional manner is obvious to those
around her.

Roles of Teacher


A. Information provider
1. The Lecture
It is the responsibility of the teacher to pass on to them the information,
knowledge and understanding in a topic appropriate at the stage of their studies.
This leads to the traditional role of the teacher as one of provider of information in the
lecture context. The teacher is seen as an expert who is knowledgeable in his or her
field, and who conveys that knowledge to students usually by word of mouth.

2. The Clinical or Practical Teacher

The teacher selects, organises and delivers information. This is achieved
during teaching ward rounds, ward-based tutorials or more informally with the
student in the role of the clinical apprentice. Good clinical teachers can share with
the student their thoughts as a reflective practitioner, helping to illuminate, for the
student, the process of clinical decision making.

B. The Role Model

1. The On-the-job role model
Students learn not just from what their teachers say but from what they do
in their clinical practice and the knowledge, skills and attitudes they exhibit. Role
modelling is one of the most powerful means of transmitting values, attitudes and
patterns of thoughts and behaviour to students and in influencing students career
choice.

2. Role Model as a Teacher

Teachers serve as role models not only when they teach students while
they perform their duties, but also when they fulfil their role as teachers in the
classroom, whether it is in the lecture theatre or the small discussion or tutorial
group.

C. The Facilitator
1. The Learning Facilitator
The introduction of problem-based learning with a consequent
fundamental change in the student-teacher relationship has highlighted the change
in the role of the teacher from one of information provider to one of facilitator. The
teachers role is not to inform the students but to encourage and facilitate them to
learn for themselves using the problem as a focus for the learning.

2. The Mentor
The role of mentor is a further role for the teacher which is in vogue.
Megginson and Clutterbuck (1995) have defined mentoring as off-line help by one
person to another in making significant transition in knowledge, work or thinking.
Mentorship is less about reviewing the students performance in a subject or an
examination and more about a wider view of issues relating to the student.

D.
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2.

E.
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2.

F.
1.

2.

The Assessor
The Student Assessor
The assessment of the students competence is one of the most
important tasks facing the teacher. The assessor role of the teacher is often
perceived as different from the other roles. While as information provider, role model,
facilitator and curriculum planner, the aim of the teacher is to assist the student in a
variety of ways to achieve the course goals, as an assessor the teacher has the role
of passing judgement on the student.
The Curriculum Assessor
The teacher has a responsibility not only to plan and implement
educational programmes and to assess the students learning, but also to assess the
course and curriculum delivered. Monitoring and evaluating the effectiveness of the
teaching of courses and curricula is now recognised as an integral part of the
educational process.

The Planner
The Curriculum Planner
Teachers employed by the school and members of the postgraduate
institution may be expected to make a contribution to curriculum planning.
Curriculum planning presents a significant challenge for the teacher and both time
and expertise is required if the job is to be undertaken properly.

The Course Planner

Participation in course planning gives the teacher an opportunity to exert
a significant influence on the educational process and to design courses which will
achieve the learning outcomes specified by the institution. Much of the creativity and
power in teaching lies in the design of the curriculum: the choice of texts and ideas
which become the focus of study, the planning of experiences for students and the
means by which achievement is assessed.

The Resource Developer

The Resource Material Creator
Teachers are the activity builders and creators of new learning
environments. The new technologies have greatly expanded the formats of learning
materials to which the student may have access and make it much easier for the
student to take more responsibility for their own education. As developers of
resource materials, teachers must keep abreast with changes in technology. An
investment in the further development of computer based learning material is
needed.

The Study Guide Producer

Study guides suitably prepared in electronic or print form can be seen as
the students personal tutor available 24 hours a day and designed to assist the
students with their learning. Study guides tell the student what they should learn the

expected learning outcomes for the course, how they might acquire the competences
necessary the learning opportunities available, and whether they have learned it the
students assessing their own competence.

V.
Teacher Student Relation

The quality of the teacher student relationship is the single most important
factor that determines success as a teacher. A strong relationship with students is
vital for classroom success so it's worth spending time and energy to get it right.
Improving students' relationships with teachers has important, positive and longlasting implications for students' academic and social development. Those students
who have close, positive and supportive relationships with their teachers will attain
higher levels of achievement than those students with more conflictual relationships.
If a student feels a personal connection to a teacher, experiences
frequent communication with a teacher, and receives more guidance and praise than
criticism from the teacher, then the student is likely to become more trustful of that
teacher, show more engagement in the academic content presented, display better
classroom behavior, and achieve at higher levels academically. Positive teacherstudent relationships draw students into the process of learning and promote their
desire to learn.

VI.
Teaching Styles

A. Authority or Lecture Style

The authority model is teacher-centered and frequently entails lengthy
lecture sessions or one-way presentations. Students are expected to take notes or
absorb information.

Pros: This style is acceptable for certain higher-education disciplines and

auditorium settings with large groups of students. The pure lecture style is most
suitable for subjects like history that necessitate memorization of key facts, dates,
names, etc.

Cons: It is a questionable model for teaching children because there is little or no

interaction with the teacher.

B. Demonstrator or Coach Style

The demonstrator retains the formal authority role while allowing teachers
to demonstrate their expertise by showing students what they need to know.


Pros: This style gives teachers opportunities to incorporate a variety of formats
including lectures, multimedia presentations and demonstrations.

Cons: Although its well-suited for teaching mathematics, music, physical

education, arts and crafts, it is difficult to accommodate students individual needs in
larger classrooms.

C. Facilitator or Activity Style

Facilitators promote self-learning and help students develop critical
thinking skills and retain knowledge that leads to self-actualization.

Pros: This style trains students to ask questions and helps develop skills to find
answers and solutions through exploration; it is ideal for teaching science and similar
subjects.

Cons: Challenges teacher to interact with students and prompt them toward
discovery rather than lecturing facts and testing knowledge through memorization.

D. Delegator or Group Style

The delegator style is best-suited for curriculum that requires lab
activities, such as chemistry and biology, or subjects that warrant peer feedback, like
debate and creative writing.

Pros: Guided discovery and inquiry-based learning places the teacher in an

observer role that inspires students by working in tandem toward common goals.

Cons: Considered a modern style of teaching, it is sometimes criticized as

newfangled and geared toward teacher as consultant rather than the traditional
authority figure.

E. Hybrid or Blended Style

Hybrid, or blended style, follows an integrated approach to teaching that
blends the teachers personality and interests with students needs and curriculumappropriate methods.

Pros: Achieves the inclusive approach of combining teaching style clusters and
enables teachers to tailor their styles to student needs and appropriate subject
matter.

Cons: Hybrid style runs the risk of trying to be too many things to all students,
prompting teachers to spread themselves too thin and dilute learning.