Teaching Strategies

Since the area of my teaching lends itself well for a high level of interaction, I apply various methods that enhance students’ involvement as well as mutual learning. To provide as clear an overview as possible, I divided my methods in two sections:
    A) Preparatory and sharing methods, and
    B) In-class strategies.

"Overall I think this is one of the best classes I have.
In most classes the teachers are boring, the class is hard, and I do not learn anything.
But in this class it's the complete opposite.
In other classes I wouldn't be able to fill up two pages,
yet in this one I have to take out things just so I won't write too much".
S. B.- Student,
Posted in his journal on 3/6/02
Course: MG 471.0, Current Issues in Management

Preparatory and sharing methods

1) Chapter assignments

Action: At the beginning of the course my students and I collectively decide upon the execution of the required readings by filling out names for each assignment. Depending on the number of chapters to be covered students will take on responsibility for one or more chapters.

Perceived advantage: Engaging in a team scheduling process enhances students' ownership, while taking on presentations of chapters enhances their presentation skills as well. As business and management is all about "selling" students learn to be concise yet clear in explaining their readings to the group, thus preparing for the future task of presenting projects at work. Another benefit of the chapter assignments is, that students get at least a good understanding of the chapters they have to present to the class.

2) Article exchanges

Action: In several courses I create opportunities for knowledge updating on the course topic by either scheduling specific article exchange dates, or incorporating the requirement for including updates on a topic covered in a course assignment.

Perceived advantage: Having to update on topics enhances students' research skills, familiarizes them with credible sources, enhances their presentation skills when presenting their findings, and provides all participants important updates on the course material.

"The article exchanges during class were very informative and educating.
They connected right into international business.
I never cared too much about international business
until I took this course.
During this course I have accepted international business as our future
and want to educate myself as much as I can about this subject.".
A. M.- Student,
IB 350 - Management of Global Enterprise
Spring, 2006

3) Topical presentations

Action: Depending on the course focus, I create special time slots for presentations on a topic. The students are given a choice among pre-listed topics, or they may discuss their own suggestions with me for approval. Most team- and individual presentations are executed in PowerPoint.

Perceived advantage: For these presentations students need to engage in research through various sources. This, again, upgrades their research skills, and their familiarity with credible sources, while it also enhances their critical thinking skills, and their presentation skills. Students also get acquainted with the use of audio visual material to create professional presentations, a skill that may turn out useful in the work setting. The overall advantage for all participants is, that the process of sharing brings about expansion of knowledge on the various topics reviewed in class.

"I have struggled with public speaking and the nervousness that comes along with it.
All of the presentations that we have had in this class have given me valuable tips
to making a smooth presentation.
Great public speaking skills can speak volumes for you.
I hope to one day become a marketing manager and I want to present
with ease and confidence.".
K. R.- Student,
MG 310.0 - Principles of Management,
12/7/04

4) Journals

Action: There are two types of journals I incorporate in my courses.

For leadership courses I introduce a 3-layer journal with objective and subjective parts to each layer.

  • Layer 1 entails an objective summary and highpoints with a subjective reflection
  • Layer 2 entails direct quotes from the readings with subjective reflections on why the student considered these statements important;
  • Layer 3 entails a question, which arose within the student from reading the chapter, and his or her reason for posting this question.

    For the business, management, and marketing oriented courses I use a 3-segmented journal with an objective part (what did we do?), a subjective part (what did I learn from it?), and a visionary part (how will I apply it?)

    Perceived advantage: having to write journals with in-depth self-reflection encourages students’ critical thinking on the topic. It ensures the fact that they do evaluate the course material at regular points during the course. It further links their personal application to the material, which can be considered an enhancement of their engagement in the course topic.

    5) Book reports

    "Overall, the book reports have been encouraging to listen to
    and inspiring coming from individuals that have gone
    and been in the scary thing we call the "business world".
    To see so many books written on empowering another human being
    is always exciting to hear."
    A. H.- Student,
    MG 310.0 - Principles of Management,
    Posted in her journal on March 16, 2003

    Action: Guided by the topic of the course I include a list of suggested readings from which students may choose for a presentation, which is scheduled as a section near the end of the course. The students may also suggest their own book to me.

    Perceived advantage: Reading a book on the course topic deepens the students’ insight on the material, while sharing the books with one another enhances the overall perspective of the group. Besides, students' presentation skills, a critical factor in business and management, are again sharpened, while students are encouraged to use their creative skills in telling the story (their book reading) in as interesting yet concise a way as possible.

    In-class strategies

    "Some of the things I liked most in this class were the handouts and group discussions.
    In other classes we hardly ever do something like that or if we do
    the teachers want us to see only their point of view on things,
    and they will flat out tell us we are wrong."
    S. B.- Student,
    MG 471.0, Current Issues in Management,
    Posted in her journal on 3/6/02

    6) Videos

    Action: I have found the use of short videos very helpful for my students critical thinking processes toward the course topics. Fortunately, an increasing number of course textbooks in my discipline are now accompanied by illustrative material. When such is not the case, I still attempt to find existing video material from my own or from the public library for review- and discussion purposes.

    Perceived advantage: Viewing videos after talking a bout a topic enhances class discussion and students' understanding of the material. Videos bring the topic "alive." Videos also form a pleasant variation to the pattern of teacher-student interaction in the classroom.

    7) Role-play

    Action: Especially in my course "Managing Workplace Diversity," I find the application of role-play to be an interesting alternative. I ask students to volunteer for available roles, provide directions before the role-play is executed, and moderate the discussions afterwards.

    Perceived advantage: Role-play taps into students' creativity and critical thinking skills, while it also enhances participation. Role-play further brings the topic "alive."

    8) Team performance

    Action: In most of my classes I incorporate at least one team project, which I consider of particular importance due to the nature of my discipline, business and management, and its execution field, the workplace. The team project usually entails a topical or book presentation.

    Perceived advantage: Team projects provide students the opportunity to get used to working with others toward a common goal. It also presents them with an immediate implementation of the 4 basic management rules: Planning, Organizing, Leading, and Controlling (POLC). Team projects further enhance students’ presentation skills.

    9) Guest lectures

    Action: I attempt to invite at least one guest speaker per course. Hearing the perspective from a person who has day-to-day confrontation with the course topic, enables students to reflect upon issues that might not have been surfaced in a mere review of written material. Each guest lecture ends with a Q&A session, and results, without exception in raving student reports.

    Perceived advantage: I found that bringing in at least one guest speaker with in-depth practical experience in the course material, enhances students’ insight into the topic and their interest into the course.

    10) Case studies

    Action: Many of the textbooks I use provide case studies behind each chapter. I try to review at least one case after each chapter, so that students are confronted with immediate materialization of the topic at hand.

    Perceived advantage: The immediate confrontation with a real life case triggers students' critical thinking skills, enhances their understanding of the topic, and elevates their insight into possible ways the course topic can be applied.

    11) On-site visits

    Action: In one MBA course, Media Leadership II, my co-instructor and I were able to facilitate two visits to the Technicolor studios in Burbank.

    Perceived advantage: Confronting students with the real-life application of their learning topic makes a course infinitely more interesting. Being able to ask questions to people in their own work setting was a thrill to all the students. Seeing processes that were previously discussed in class coming to life was an unforgettable experience. Students could ask workers with similar degrees as the ones they were pursuing how they used their knowledge in this job, which enhanced the students' insight into available possibilities in this industry.

    12) Out of class facilitation

    Although this part is not executed in class, it can be seen as an ongoing facilitation outside of the classroom. Because of this, I have decided to place "our of class facilitation" in this category.

    Action: I maintain a vivid email connection with my students, starting before the courses with a welcome word and the syllabus attached and oftentimes lasting till long after our course relationship has ended.

    Perceived advantage: I found that creating the possibility of emailing, enhances the mutual connection, while it enables those students who feel somewhat inhibited to ask certain questions in class, to still get their queries answered.

    Common themes and strategies

    As may have been concluded from the above, the teaching strategies I apply are predominantly geared toward:

      1) Enhancing students' involvement (see points 1-12 above), and consequentially:
      2) Enhancing students' level of course absorption (points 1-12).
    Through many of the applied methods I
      3) Bring "real life" to the classroom (points 2, 6, 9, 10 and 11), and
      4) Enhance students' insights in- and creativity toward the topic (points 1-10).
      5) Students' presentation skills are thoroughly enhanced in my courses (points 1-5, 7 and 8), and
      6) Their reflections on the material toward the self sharpened (points 3, 4, and 7).

    "Coming into this semester, I had different expectations for each of my classes.
    My expectations for this class were to learn
    how to deal with everyday issues in the workforce.
    Now, at the end of the semester, I can honestly say
    that my expectations were far and beyond exceeded.
    I say this because not only did I learn
    how to deal with situations one day at a time in the workforce,
    but also to apply what I learned from this class to my life."
    M. A.- Student,
    MG 310.0, Principles of Management,
    December 7, 2004,