Teaching Practice – Part Three: Second Lecture

The second lecture was about User Experience, and the lesson consisted of short recap of previous lecture, introduction about the topic, relevant YouTube-video, discussion about the video and short after-task. The lecture was much better than the first one, and it seems that the feeling of teaching something didn’t feel as awkward than during the first lecture.

There were almost same amount of students attending, and the 90-minute -lecture did go as I thought it would go. But still it’s too much monologue in the front of the class. Have to figure out a way to activate them more, which we shortly discussed with my teaching practice supervisor after the lecture. I also gave a small after-task to the students, which also made pretty good online conversation about the taught topic after the lecture. So better lecture and more rewarding in a way.


Teaching Practice – Part Two: First Lecture

Today was the day of the first teaching session. It was quite bad (to say the least). I thought I was prepared, but I was totally wrong – I wasn’t prepared at all. The 20+ group of young students are totally different with their studies and motivation when comparing to adult students such as EduLAB group mates. I tried to use Padlet for gaining information about product characteristics, but quite soon the Padlet was filled with images of Donald Trump, memes, and irrelevant notes. Disaster.

After a while we managed to have at least some conversation about product features, and then we had a discussion about how well the Padlet worked in that precise environment. But then it actually went quite smoothly towards the end of the session, but it was horrible feeling to notice that something you’ve been preparing and hoping to be used in the lecture turned out to be total failure, and try to be there without any backup plan and there’s still around an hour of total time to go.

But after the lecture I had a talk with my supervisor and we actually came up with few ideas how it would’ve worked, such as if I had been the only one to add the notes to Padlet, or if I had shown the task on the video projector instead of talking about them. But nonetheless, it was really (I mean REALLY) quite an experience and I feel that it taught me quite important lessons: be _prepared_ and have a plan B if plan A backfires.

Siberia teaches

Teaching Practice – Part One: Observation


For my teacher studies, I chose to do the “actual” teaching practice in the real school environment. The school I’m doing my teaching practice is the School of Business and Information Management, and the course is User-Oriented Design which is being held for first-year Business Information Technology students (most of the students are in the photo above).

The setting for the teacher practice is actually quite interesting, due to the fact that I studied the same degree nearly 10 years ago. For the teacher practice I visited one lecture few weeks ago for observing purposes, which was really nice (and strange in the beginning) to walk to the same lecture room where I also attended back in -07. The lecture was the last lecture of 5 ECTS-credit Introduction to Programming-course, and the course itself comprised programming exercises, personal assignment and two computer exams.

The teaching itself is being conducted in a similar way than 8 years ago, which means that the students have to find solutions to the given programming problems using knowledge base from a website supporting the programming tasks (MSDN in this case) and the teacher helps students individually when needed. During my teacher studies, there have been introduced a number of teaching approaches and methodologies, but in this case (teaching programming for students) perhaps the currently used methods are still perfectly valid. Naturally there are students from different backgrounds, hence varying levels of programming proficiency, which makes programming a challenging topic to teach.