Teacher Training Intensive 

The intensive is primarily intended to enhance the skills of teachers in massage schools. Participants can expect to explore principles of adult learning theory, become more comfortable with the essential paperwork required of a massage school teacher, and improve their presentation and classroom management skills. The Teacher Training Intensive was originally designed to provide teachers with training that met the requirements of the NC Board of Massage and Bodywork Therapists, requirements that are representative of those found in many states. But more importantly, the class provides teachers with the basic knowledge and skills they need to teach competently.

With permission of the sponsoring school, licensed massage therapists with at least two years experience who wish to teach in massage therapy training programs may also enroll in the intensive.

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Module descriptions:

Preparing and utilizing a syllabus: A properly prepared syllabus serves as a communication tool for teachers and students. When students know what is expected of them and what to expect of their teachers, communication, classroom management, and student performance are greatly enhanced. When teachers learn to clearly define learning objectives, student learning can be measured with assurance and fairness. This module is designed to teach participants how to design or use a syllabus and how to write and interpret measurable objectives and corresponding performance standards.

Learning Outcomes:

• Explain why having a properly written syllabus for your course is considered a valuable teaching tool.
• Name and use the ten suggested sections of a syllabus.
• Evaluate and write learning objectives for a selected course.

Presentation Skills: To effectively impart knowledge to students, good presentation skills are required. The module begins with an introduction to the principles of Adult Learning Theory, including instructional strategies for the adult learner, and an examination of the qualities of a good teacher. We will also cover public speaking skills, demonstration skills, and how to effectively supervise the practice of hands-on skills that have been demonstrated.

Learning Outcomes:

• Describe ten characteristics of adult learners.
• Name five ways to present learning material and establish usage guidelines for each teaching strategy.
• Describe strengths and weaknesses for each teaching strategy.
• Identify resources for feedback on your teaching.

Development and implementation of lesson plans: Lesson plans are for the teacher. They reflect the teacher's preparation and planning for each class and ensure that learning objectives and priorities are adequately addressed during the time spent in class. They help the teacher to manage her time while teaching. A good lesson plan includes activities that address the different learning styles of students. We will discuss how to design lesson plans and learn a standard format for writing lesson plans.

Learning Outcomes:

• Using a standard format, write one lesson plan incorporating lesson activities that address the diverse learning styles of students and accomplish the objectives of the class. Sequence instruction for maximum student learning.

Dynamics of the teacher/student relationship: The student/teacher relationship has great impact on every individual's life. As an adult we look back on our life and gratefully savor our experience with those "great" teachers who came into our life. Their impact and influence on who we are today is often the very reason we ourselves become teachers. What was it about those outstanding teachers in our life that still brings up feelings of appreciation, and even love, to this day? And how can we develop those same qualities of greatness in ourselves? We will also discuss the impact of past negative experience with teachers, both for students and ourselves and strategies for diminishing the learning mindset accompanying such experiences.

Learning Outcomes:

• Clarify your motivation to teach.
• Gain insight into how your personality affects classroom learning.
• From the class-generated list of Characteristics of a Good Teacher, identify 5 strengths and 3 weaknesses; formulate a plan to address the weaknesses identified.

Evaluating student performance – are they getting it? We will examine some common evaluation methods, when to use each, and what they measure. Written testing, it's various forms, such as, recognition, naming, describing, and essay, and how to design a test that reflects learning objectives, will be covered. We will explore ways of evaluating hands-on work, and determining whether students have met performance standards. We will discuss the ambiguities of giving credit for classroom participation, and ways of objectively measuring participatory classroom activities. We will also discuss quizzes and homework, and their dual role as a learning tool and a method of evaluation.

Learning Outcomes:

• Design a complete method of evaluation for a selected course appropriate to the learning objectives and performance standards for that course.
• Design testing that appropriately measures learning based on the stated learning objectives for a course.

Classroom management: We will begin with an overview of the principles of group dynamics. To manage the classroom a teacher must step into a leadership role, facilitating the group dynamics of the classroom so that a safe environment, conducive to learning, is established. The teacher must adopt a uniform policy for expected classroom behavior, and facilitate the group process required to establish cooperation. We will also discuss how to deal with the disruptive student, how to handle feedback between students, and student feedback about your teaching practices, how to avoid favoritism, and how to address student's body issues while learning massage. We will discuss how to accommodate the student with special needs.

Learning Outcomes:

• Describe five keys to successful classroom management.
• Identify the disruptive student and build a list of strategies for dealing with the disruptive behavior exhibited.
• Recognize the impact of cliques and gossip on your teaching, and develop strategies for minimizing that impact.
• Develop a sound logistical plan for the classroom and maintain that plan over time.
• Identify your strengths and weaknesses in classroom management and choose one weakness to focus on for improvement when you return to the classroom.