Infective teaching strategies
The first ineffective teaching strategy depicted by the video is the lack of order in the class. The teacher did not allow the students to settle first on their desk and get their learning materials. She started teaching almost immediately as the students were busy settling in class. In this case, it is important for a teacher to give students adequate time to settle and get their stationary or notebooks ready to learn. There ought to be a policy where students arrive early in the class before the teacher arrives. Secondly, the teacher allowed students to use electronic devices such as mobile and laptops in class. These acted as distracters hence students attention in class was diverted. Thus, it is important for a teacher and the school management to set strict rules that do not allow unnecessary usage of electronic devices in class. Thirdly, there was no proper introduction of the topic and the lesson’s outcomes expected. It is proper to have introductions so that to reduce students’ anxiety, improve their confidence and prepare them mentally on what they expect to learn (Gaberson, Oermann & Shellenbarger, 2015). Fourthly, there was no students’ participation in class. As such, the teacher only gave the lectures without allowing the students to contribute or ask questions where they did not understand. Fifth, the font and color on the PowerPoint were small and poor hence students had difficulties reading and taking notes. Sixth, there was no proper assessment to gauge students’ understanding of the topic (Gaberson, Oermann & Shellenbarger, 2015). The teacher failed to ask questions to students in areas they did not comprehend. Seventhly, the teacher had not mastered the teaching materials and lack enthusiasm. As such, she kept reading from the PowerPoint instead giving summaries of the topic, answering questions and engaging students in class discussions regarding the topic. Eight, the teacher allowed walk-ins in the middle of teaching. There have to be strict observations of class rules and management where no student is allowed freely to walk in or out of the class.
Infective learning strategies
Incivility and bullying in the classroom and clinical environments
Poor teaching strategies outlined above and lack of proper rules or policy concerning incivility and bullying is a good indicator that these improper behaviors are accepted both in class and clinical environments (Billings & Halstead, 2012). Violations of administration rules by teachers and staffs can motivate students to misbehave, breaks rules and harass fellow students. In addressing this, the management ought to engage all stakeholders in formulating a proper code of conduct and policies that will govern the appropriate behaviors that have to be observed by everyone. The management has to create an environment where students or staff members can report cases of incivility and bullying without victimizations, discrimination or intimidation (Billings & Halstead, 2012). The management also has to respond quickly to cases of Incivility and bullying to stop their escalation beyond control.
Reference
Billings, D. M., & Halstead, J. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer Pub.
