{"id":1266,"date":"2021-09-14T00:00:00","date_gmt":"2021-09-13T21:00:00","guid":{"rendered":"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2021\/09\/14\/what-are-good-instructors-made-of\/"},"modified":"2024-10-01T12:18:26","modified_gmt":"2024-10-01T09:18:26","slug":"what-are-good-instructors-made-of","status":"publish","type":"post","link":"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2021\/09\/14\/what-are-good-instructors-made-of\/","title":{"rendered":"What Are Good Instructors Made Of?"},"content":{"rendered":"

At the end of year 2020, Metropolia asked students and alumni to share their stories of good student guidance and counselling that they have received during their studies at Metropolia. This survey was a part of the on-going development project where a student-oriented guidance model is being created for Metropolia. The nearly 200 responses drew a picture of numerous Metropolia staff members as compassionate and versatile professionals as well as genuinely empowering and supportive instructors.\u00a0<\/strong><\/p>\n

The development of student guidance is one of the goals\u00a0in the\u00a0current\u00a0Metropolia\u00a0strategy.\u00a0One concrete part of it is\u00a0building a student-oriented guidance model. The development of the model started in autumn 2020, and the goal is to complete\u00a0the model\u00a0during 2021.<\/span>\u00a0<\/span><\/p>\n

One of the basic\u00a0building blocks\u00a0in\u00a0the student-oriented guidance model is\u00a0understanding\u00a0that\u00a0<\/span>guidance\u00a0belongs\u00a0to everyone<\/span><\/b>.\u00a0It\u00a0is not only top-down, information flowing from\u00a0a\u00a0teacher to\u00a0a\u00a0student, but guidance takes place in all encounters. In this\u00a0article, we focus on the interaction and guidance between the teacher (instructor) and the student.\u00a0<\/span>\u00a0<\/span><\/p>\n

The quotes presented in this article were received from\u00a0the student\u00a0survey.\u00a0The citations\u00a0were\u00a0edited to protect the privacy of\u00a0the\u00a0respondents, but the\u00a0contents\u00a0were\u00a0not changed.<\/span>\u00a0<\/span><\/p>\n

Good\u00a0Guidance\u00a0Needs\u00a0Time,\u00a0Attention and\u00a0Respect<\/span>\u00a0<\/span><\/h2>\n

According to the classic view of\u00a0Onnismaa\u00a0(2007), good guidance\u00a0needs\u00a0time, attention and respect. In a\u00a0guidance\u00a0situation, the relationship between the\u00a0instructor\u00a0and the student\u00a0is equal and confidential.\u00a0Guidance\u00a0should not be\u00a0grounded\u00a0on the\u00a0instructor’s\u00a0assumptions or\u00a0beliefs, but\u00a0rather\u00a0on\u00a0solutions\u00a0derived from\u00a0facts, listening and interaction.\u00a0<\/span>\u00a0<\/span><\/p>\n

Good guidance strengthens the student’s self-confidence and\u00a0sense of\u00a0agency.<\/span>\u00a0<\/span><\/p>\n

There was a feeling that the situation will work out and they have faith in me.<\/p>\n

No fuss, but straightforward nudging.<\/p>\n

My thesis process was stretched, but the teacher didn\u2019t blame me for it. Doing the work was more motivating when you were trusted and things were handled with a positive mindset.<\/p><\/blockquote>\n

In accordance with the holistic guidance\u00a0model (Watts & Van\u00a0Esbroeck\u00a01998),\u00a0guidance\u00a0is a layered and comprehensive collaboration between different actors for the benefit of the\u00a0guided\u00a0person. These actors\u00a0include teachers and guidance counsellors,\u00a0tutors and\u00a0<\/span>student services coordinators<\/span>,\u00a0<\/span>informaticians\u00a0<\/span>and janitors.\u00a0The counselling of learning and studies includes also guidance of professional as well as personal growth.\u00a0<\/span>\u00a0<\/span><\/p>\n

I received individual guidance through a video call for information search within my field of studies and for using the school library.<\/p>\n

I am rethinking my career choice. I received tips and advice from my guidance counsellor on putting my studies on hold and possibly resuming after the pause.<\/p><\/blockquote>\n

The different aspects of guidance are integrated into each other when everyone working with the student gives their share \u2013 either\u00a0knowingly or unknowingly.\u00a0The interaction between the student and the teacher plays a particularly important role in the student’s learning process.\u00a0<\/span>In the survey answers guidance counsellors also came out\u00a0as a\u00a0significant\u00a0supporters in\u00a0students’ study paths and lives.<\/span>\u00a0<\/span><\/p>\n

Guidance Is Part of Every Teacher\u2019s Work<\/span><\/h2>\n

Every teacher is involved in student guidance and\u00a0counselling,\u00a0<\/span>whether they\u00a0knowingly make a decision to do so or not. The\u00a0guidance\u00a0situation is\u00a0always\u00a0a threat and an opportunity at the same time\u00a0– what\u00a0the\u00a0teacher does and says can have far-reaching consequences.\u00a0Even after decades, someone still remembers the frustrated gust of an elementary school teacher: ”You’ll never be anything!” On the other hand, the teacher’s supportive words can give the student faith in\u00a0their\u00a0own competence and support\u00a0them in their\u00a0life for a long time.<\/span>\u00a0<\/span><\/p>\n

The teacher’s feedback was sincere, so I knew it was true.<\/p>\n

She heard and understood me and said I don\u2019t have to do more than I\u2019m able to.<\/p>\n

The teacher didn\u2019t allow me to get it too easy. Teacher should and must require performance based on what the student is capable of.<\/p><\/blockquote>\n

Whenever a teacher encounters a student, he or she influences the student’s\u00a0self-perception\u00a0as a learner, student and person,\u00a0but in addition\u00a0the teacher\u00a0has an\u00a0influence\u00a0on\u00a0the student\u2019s\u00a0attitudes, motivation, self-confidence\u00a0as well as\u00a0perception\u00a0of hope and faith.\u00a0That is\u00a0why\u00a0it is\u00a0important to think\u00a0about\u00a0and be aware of\u00a0how you act in different guidance\u00a0situations.<\/span>\u00a0<\/span><\/p>\n

Consider these:\u00a0<\/strong><\/p>\n