Instructor Perspectives on Teaching and Learning
Please indicate on a scale from 1-6 where YOU stand on the continuum between the value statement on the left and the value statement on the right (i.e. your beliefs).
1) *
If the student doesn't learn or succeed, it is the instructor's fault.
If the student doesn't learn or succeed, it is his/her/their own fault.
2) *
It is the instructor's responsibility to outline the paths to follow.
It is the (graduate) student's responsibility to find his/her/their own path.
3) *
Knowledge is transmitted from the instructor.
Knowledge is discovered by the student.
4) *
Students should take charge of their own learning and speak up spontaneously in class or in group meetings.
Students should speak up in class or in a meeting only when invited by the instructor.
5) *
Students should state their ideas quickly and confidently.
Students should be given some time and space to think before speaking.
6) *
Students should not disagree or correct the instructor in public.
Students are encouraged to challenge the instructor and point out mistakes.
7) *
Giving explicit instructions to students minimizes misunderstandings.
Explicit instructions demean students’ intelligence and creativity.
Next, notice the hooks and triggers. Select the statements or behaviours you encounter that you find particularly challenging.
Adapted from:
Intercultural Supervision of Graduate Newcomers: A Workshop for UBC Faculty
UBC Continuing Studies
UBC Centre for Intercultural Communication, © 2010 (J.Lee & K. Rolston) and G. Hofstede and F. Trompenaars
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