My Personal Teaching Style as an Assistant CVSO

This week, in class we are to discuss our teaching style. I am not an educator by trade, but my role is significant and can be interpreted as such.

I spent ample time on this though process and would like to share my thinking.

At first, I thought, well I’m in a county building serving a public service role, I’m not an active teacher.? Then I concluded that you don’t need to be in front of a classroom of students to deem yourself a teacher.? (This is not to take away from the profession, but rather to embrace the multiple forms of teaching that can occur).? This week we learn about many different forms of teaching and directed learning.? I would argue that every Veteran and their dependents are adult learners, being taught something they don’t know much or know very little bit about.? I have a wealth of knowledge, and it took me years of training and on-the-job experience to obtain.? This would essentially mean I’m teaching, just from a different lens.? Would you agree with that sentiment?

Now:

According to Conti (1985), “despite the divergent teaching styles, a significantly large portion of the adult education literature supports the collaborative mode as the most effective and appropriate style for teaching adults” (p. 221). Further, Conti explains that the best and the brightest in the adult teaching and curriculum development field collectively “argue that the curriculum should be learner centered, the learning episodes should capitalize on the learner’s experience, that adults are self-directed, that the learner should participate in needs diagnosis, goals formation, and outcomes evaluation, that adults are problem-centered, and that the teacher should serve as a facilitator rather that a repository of facts” (1985, p. 221).

If I were to take the above passage and put it into my job description, or describe the work that I do with my Veterans, it would go something like this:

The scenario: I am approached by a family member, a spouse, child, a neighbor, or someone in a service role aiding the veteran, maybe even the Veteran themself.? The Veteran is not aware of the benefits afforded to him or her for their honorable service.? This could be due to a variety of reasons, but many times, they just don’t know what they don’t know.? I see, more times, than not, a combination of I don’t deserve these benefits, or I had no idea they exist.? Or, I don’t have the first clue about what I would need to do to get the ball rolling. I’m an accredited representative of five different Veterans Service Organizations (VSOs).? Annually, I am required to maintain accreditation through continuing education hours according to federal, state, and local regulations. This includes that "nifty" ethics training that makes us all humble and doing the job for the right reasons.

The Collaborative Mode: I can’t get a veteran to do anything that they don’t want to do.? I cannot make them file a claim or ask for help.? I cannot do the narrative of their service for them either.? What I can do is help them remember things that occurred during their time in service and become a “team Veteran” with them.? It’s their show, I merely speak the language a help where the helping is needed.? Displaying confidence in my knowledge is merely an ice breaker to let the veteran understand that they are deserving, honorable, and in charge of their own process.

Learner-Centered: In this scenario, the Veteran across from me is the learner, to begin with.? They are briefed on benefits available to them and tailored to the respective service.? What happen from the time you said, “I solemnly swear… to being handed a Discharge Certificate!”? I’m am expected to know and understand the benefits that fit their service and the reason they are sitting with me to begin with. In this process, I am learning about them; their ailments, their service, their experiences, their current issues, and I’m negotiating through my repertoire of knowledge to best support their need, if possible.

Episodes of Learning Should Capitalize the Learners’ Experience: When I provide a benefit briefing to the Veteran, his/her significant other, or their dependents; I am providing extensive information to them.? I don’t expect them to recall everything I say, nor do they expect that this will be the only time they will have a question that needs answering.? They come to me with one problem but obtain a grasp of the vast benefits that are available to them. The information is planted in their mind to think about what fits their needs, what they might want to pursue down the line, and most importantly, setting the standard of their experiences "being heard."

Self-Directed Adults: First, if they served in the Armed Forces, the likelihood that they are not an adult is a moot point.? However, I do get some young service Veterans that walk through my door.? If they are there, they want something or were told to come and receive something.? Mostly it’s information that they want, but assistance is what they leave with.? If they are there for someone else, their vested interest in benefits will be what they are focused on.?

Learner Should Participate in a Need’s Diagnosis: After an inquiry is made and I understand why they are in my office, they are made aware of how a process works, what it will entail, their required efforts, if necessary, timeframes (vague, with a federal, state, or local government agency), and are asked what they would like to pursue.

Goals Formation: At this stage in a sit-down process, we discuss what the Veteran would like to do.? Do they want to submit a claim for disability? Do they want to get their Veteran ID on their driver’s license? Do they need assistance filling out education benefits application? Is there an incorrect billing that needs correcting? Are they attempting to find local assistance in getting a ramp installed in their home? Does the widow need assistance with death benefits or burial markers? Does the child want to order the flag and military rites for the funeral service? There are endless needs that the Veteran could have and this is where we establish our goal for this respective sit-down together. If I do my job right, I’ve developed a rapport with the Veteran and his/her family members.

Outcomes Evaluation: The outcomes evaluation comes, when the Veteran has the answers that they sought out, and then some.? The outcomes evaluation comes when the Veteran’s voice has been heard and they feel understood, or at least vindicated.? The outcomes evaluation could be a referral to another outside organization for additional support.? The outcomes evaluation is the Veteran being served.

Adults are Problem-Centered: What the Veteran’s question initially is, should be resolved and answered in its entirety or more importantly, understood so a proper answer can be obtained if it isn’t known.? Understanding the Veteran’s current need or inquiry is the goal and that’s where the learning begins for them, and for me, as the facilitator in helping them receive the answers they seek.

Teacher is Merely a “Facilitator,” not a “Repository of Facts”: I can spew off the Code of Federal Regulations, or hand the Veteran the “Forms” they need to complete to obtain whatever benefit they are seeking, but that wouldn’t be very effective or quality service in the role of someone who’s supposed to know and have the confidence to aid in obtaining what they need help with.? I give a general briefing of benefits, once the Veteran begins to open up on what they need, we focus on what the regulations are and what he/she would need to do.? And THEN, they receive my card! ?They are in charge of their own claim, I’m merely the accredited individual who “speaks the VA’s language.”?

When you have your score on the?PALs?and have reviewed some resources, discuss your results and how this informs your future preparation for teaching.?

For this assessment, I found myself to be a Factor 1 and Factor 7 I how I prepare for teaching my veterans.? I scored a 37 on Learner-Centered Activities and an 18 on Flexibility for Personal Development.? I would argue that, in the role I serve, this fits the type of teaching that I actively engage in.? I am quite certain the student demographic would have a significant causal change to this, depending on who and what I was teaching.? Thoughts?

Respectfully,

Michelle Wynveen

References

Conti. G. J. (1985). The relationship between teaching style and adult student learning.?Adult Education Quarterly, 35(4), 220-228.?doi: 10.1177/0001848185035004004?

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