Composition 2: Genesis of Learning- The Teacher

Every pharmacy lecture of a topic begins with a specific outline of objectives.

The professor’s implicit objective for each lesson is for the student to have a comprehension of the material.

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How? Therein lies problem.

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Students do not seem to be all too porous to endless hours of education. Few humans are.

Subjectively, it is like teachers must crack several hardened layers of a student first.

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If you are aware of the ADME process, unfortunately the absorption component will not metaphorically work if you put a medicinal chemistry book under your pillow and pray the material will distribute into you by the morning. At the obvious comical suggestion of my professor, I once put that hypothesis against the scientific method.

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Conclusion: obviously, it did not work. Also. Terrible for your neck.

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Still. If you want people to understand science. To WANT to learn about science. To question more and add more to discussions. Then you need to make them appreciate science.

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I am confident you can consider many good teachers you have encountered in your life and undoubtedly, it may be difficult to label under one box. If we had a group discuss and start listing their characteristics, the adjectives may possibly hop all over the spectrum.

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All of them have very unique personalities.

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Maybe the characteristics are not as imperative so much so as the importance of the outcomes.

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We can all agree that the primary outcome of teaching is for a student to learn.

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One of many interventions to prospectively design this outcome is “captivating your audience.”

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The teaching style matters in order to capture the attention of the classroom: your display, your tone, your energy, your movement, your visual acuity.

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If your students are attentive and interested, then they will learn.

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Honestly, it is, truly, a talent…or an act you have to create to dazzle your students. An act is adjustable. There is a stark difference between a puppet show and a Broadway spectacle.

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To engage these students, a welcoming initiative is that teacher whom is willing to go an extra mile to do something creative like group activities with an energetic personality and encouraging students to give things a try even if they are unsure.

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I get it…teachers can only put in so much time or create study plans that are certainly creative. Syllabi are regularly updated, guidelines are consistently updated, and ACPE requirements are often reintroduced.

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Still- this is worth a discussion and valuable if you had ideas to share?

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Another evident observation I close with involves the environment. This makes a tremendous impact.

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If the atmosphere is open, students can navigate from their own insecurities or fears of learning they had prior. An open area that allows listening or understanding of the students allows them to feel the sense of trust and reliance upon their teacher for information to guide them.

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I know of students in classrooms that felt very introverted in their learning environment. The setting is fixed with assigned sitting, the schedules are rigidly dependent on periods, and everyone is always staring forward at the projector screen.

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Being involved feels out of place.

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What can we do to break the traditional mold??