What was done by the educator to ensure connection with the group?
The educator uses his own story as a child to show the group that with the right kind of help from the right person, one can effectively learn. When the educator came to the room, he did not immediately start teaching the group but rather made it seem like an interaction session, where he started by talking about himself.
What was done by the educator to ensure connection with the group?
He told the group his story as a child, i.e. he had learning problems. He gave them a story of how he took more than a year to learn how to tie his shoe laces. This was effective because he was able to show the learners that he is no superhero but just a simple person who once had problems similar to theirs, i.e. learning problems. In addition to telling them his story, he also showed them the compassion he has for aphasia and stroke patients by saying how he would even live with them for a year or two while helping them develop there speech.
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Non-verbal approaches that were utilized.
Some of the non-verbal cues used by the educator are facial expressions and gestures. The educator complimented his words by using gestures throughout the session. This enhanced more understanding.
Contribution of the educator’s appearance and voice to the session.
The educator appeared casual rather than official. This further enhanced his connection with the group. He also used a normal voice which made it look like an interaction session rather than a teaching session.
Contribution that the educator’s use of space and physical position made to the session.
The educator was at a position where everybody in the group could see him and this enabled him interact with each member more closely. Moreover, he did not stay at one place during the teaching session. Rather, he moved around and whenever he would pose a question, he would come close to whom the question is addresses.
How the educator used humor and its affectivity.
The educator used humor to make the session to make the session lively and fun. It was effective to an extent that leaners also began to incorporate humor into their answers. This is particularly seen when one of the learners is asked what she would like to say to the group and she gives out her answer in a comical way.
Complexity and simplicity of the words used by the educator.
Words used by the educator were quite simple. He doesn’t use many technical words throughout the session. In situations where a technical word is used, he tries to help the learners understand the meaning of the term. For instance, when he mentions the word “stimulability”, he explains its meaning with clarity. This is also seen when he uses the word “prognostic”. Considering the fact that most learners in the group are aphasia and stroke patients, they have problems with speech and hence use simple language is critical ("In people with aphasia following stroke, how does the use of speech and language therapy affect outcomes?," 2016).
Use of positive reinforcement and its effectivity as well as how the learners responded to it.
Whenever a person in the group gave him a correct answer during the session, he would happily congratulate them by telling them very good as well as asking the group to clap for them. The encouraged learner then answers the consecutive questions more comfortably and with more confidence. In general, any effort to speak that was made by a particular patient was recognized and praised (Bastable, 2014).
Method used by the educator to educate.
There was minimal use of PowerPoint in the teaching session. He majorly relied on his knowledge as a speech pathologist where he basically communicated with the learners using normal language. The only time he is seen relying on PowerPoint is when he mentions a technical term.
What was felt after watching the video?
After watching the video I felt inspired and determined to practice patient education in the field. I felt that educating a group of learners can be a lot of fun if approached in the correct way.
Things that were learnt and how they can be applied in my teaching plan and script.
Friendly connection with the group of learners is critical. It was learnt that group education can be really fun if the educator makes it lively. Moreover, it was leant that educating a group is not all about teaching and passing over information to them. On the contrary, it is all about interacting (Thompson, 2006). In addition to this, being knowledgeable of the topics that are to be taught is important. With this, the educator does not have to keep looking at the teaching materials but instead will spend most of the teaching session directly talking to the learners.
References
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice . Burlington, MA: Jones & Bartlett Learning.
In people with aphasia following stroke, how does the use of speech and language therapy affect outcomes? (2016). Cochrane Clinical Answers . doi:10.1002/cca.1384
Thompson, N. (2006). Understanding People and Their Problems. People Problems , 1-29. doi: 10.1007/978-0-230-62818-2_1
