Observation of an experienced educator

Running head: OBSERVATION OF AN EXPERIENCED EDUCATOR
Observation of an Experienced Educator
Student’s Name
Institutional Affiliation
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Observation of an Experienced Educator
1. What did the educator do to connect with the group of stroke-survivor patients and
family caregivers?
The educator first introduced himself to the group by mentioning his name and giving
a background of his profession as a therapist. For example, he said that he worked for twenty
years as a private practitioner and came to Texas, where he started working with people with
stroke. The introduction made the group to get a general knowledge about the educator and
his ability and experience. It made them feel free to interact with the educator.
2. What did the educator say to connect with the group?
The educator said that he does not care about the level of speech that everybody in the
group had, but they would get the media of the problem if they would approach speaking in a
simple way. The educator said that when he works for somebody, he listens to their speaking
and thinks about what he can do to help change their speaking. For example, a quote from the
educator’s statement states, “what little thing can I alter to change their speaking?”
3. What non-verbal approaches were used?
The educator used eye contact to approach the group, especially the stroke-survivors,
to make them active. Additionally, he used his hands to guide the movements and speed of
the patients’ responses, and at some points clapping hands to show appreciation to the
patients’ cooperation and understanding. For example, he imitated the movement of the song
by the old woman, referred to as “sister,” and led the group to clap hands for her.
4. How did the appearance and voice of the educator contribute to the session?
The educator made himself simple, friendly, and interactive making the group active
and feel free to interact with him, making the session free, engaging, and active. The educator
changed his voice from low to high and fast to slow to make the participants capture his
words more clearly. For example, when he talked to Will the first time his voice was low and
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faster, but the second time, the educator increased loudness and made it at a slow-motion
making will capture more words that the first time.
5. How did the use of space and physical position of the educator contribute to the
session?
The educator created small distances between him and the group by taking a chair and
sitting close to the group making the group feel active and appreciated. The range made it
simple to interact closely one on one without much strain. The educator moved closer to the
person he wanted to talk to, making the person active and feels happy and appreciated. For
example, he moved to Will to make him hear his words clearly and loudly.
6. How was humor used? Was it effective or ineffective?
The educator made funny actions that made the group laugh and interact. He posed
funny questions that cracked laughter with the entire group; for example, he asked one
woman, “is your husband nice?” making all laugh. He also introduced laughter by starting to
laugh, making the group laugh too. The use of humor made the group active and to feel free
to interact with the educator.
7. How complex or simple were the words chosen by the educator?
The educator used the word “Rapport,” where he made it simple to the group by
explaining it in simple words about its real meaning. He also introduced the term
“Stimulability,” explaining in simple words its purpose of testing whether someone can
imitate your actions. For example, he asked a lady by the name Ruth to raise her hand to test
her stimulability.
8. How was positive reinforcement used by the educator? Was it effective? How did the
patient and/or family caregiver respond?
The educator congratulates the patients whenever they respond to his teaching
positively through several methods. He often used the word “good” to show that the patient
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has done a good thing. He also appreciated them by clapping hands to show good work done.
The reinforcement made the patients and caregivers feel valued and a sense of improvement
of the patients, making them participate more in the session.
9. Did the educator rely on power point, teaching materials or use other ways to
educate?
The educator referred to the PowerPoint only twice to introduce the two terms –
rapport and stimulability – used in the session. The rest of his teaching, he used his
knowledge and experience to educate the group. He also mentioned some of the information
in his article to refer the group to the teachings he has made through writing that they could
use.
10. How did you feel after watching the video?
After watching the video, I felt a sense of care and relaxation as made by the educator
through his interactive and simple character. The educator makes one feel loved and
appreciated. It made me feel the sense of healing that could possibly take away sorrows in the
situation of stroke.
11. What was learned that can be applied to your teaching plan and script?
It made it clear that for the preparation of a teaching plan and script, one needs to
employ simplicity in his appearance and make the teaching live through enhancing the close
relationship with the audience to make them active. It is also necessary to use simple terms
and language that each could clearly understand. Additionally, it is understood that an
educator should understand the importance of using positive reinforcement to make the
audience feel welcomed.
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