Identify Ineffective Teaching And Learning Strategies

Identify Ineffective Teachinglearning Strategies Presented In The Vid

Identify ineffective teaching–learning strategies presented in the video, and discuss effective strategies the instructor could have implemented instead to avoid learning difficulties and promote critical thinking and active learning. Incivility and bullying occur in the classroom as well as the clinical environment in a number of ways: 1) student to student, 2) student to faculty, 3) faculty to faculty, and 4) faculty to student. Incivility and bullying not only affect the well-being of the people involved, but it also puts patient safety at risk. Post your thoughts on some of the causes of incivility and bullying in the classroom and clinical environments, and suggest approaches that can be used to avoid this type of behavior. Attached is the video:

Paper For Above instruction

The video in question presents several teaching–learning strategies, some of which are ineffective and may hinder students’ critical thinking, engagement, and active participation. Analyzing these strategies provides an opportunity to highlight alternative methods that can promote more effective learning environments while also addressing the issue of incivility and bullying in educational settings, which further impairs learning and patient safety.

One ineffective strategy evident in the video is the reliance on rote memorization and lecture-based teaching. This approach often results in passive learning, where students are mere recipients of information rather than active participants in their education. Such strategies fail to engage students critically or to foster their analytical skills. Research indicates that active learning strategies—such as case-based discussions, simulations, or problem-solving exercises—are more effective for promoting higher-order thinking and retention (Freeman et al., 2014). For instance, replacing traditional lectures with case-based learning motives students to analyze real-world situations, encouraging critical thinking and practical application of knowledge.

Furthermore, the video highlights an instructor-centered approach where the teacher dominates the session, limiting student interaction and participation. This method can lead to disengagement, discourage questions, and inhibit the development of autonomous learning skills. An alternative strategy is the implementation of student-centered approaches, such as collaborative learning and peer teaching, which foster active engagement, stimulate critical discussions, and build teamwork skills (Bonwell & Eison, 1991). These methods promote deeper understanding and help students develop essential communication and problem-solving skills.

The video also depicts scenarios where feedback is seldom provided or is delivered in a manner that discourages open dialogue. Ineffective feedback can diminish students' confidence and motivation. To avoid this, instructors should employ constructive and timely feedback that emphasizes growth and learning opportunities. Incorporating formative assessments throughout the instructional process allows students to reflect and improve continuously (Shute, 2008).

Addressing incivility and bullying within the classroom and clinical environments is vital, as these behaviors compromise the learning process and patient safety. Causes of such negative behaviors include hierarchical structures that foster intimidation, stress and burnout among students and faculty, and cultural norms that tolerate disrespectful conduct. Power imbalances can further exacerbate incivility, creating an environment of fear rather than one conducive to learning (Kelly & McAllister, 2010). These behaviors can hinder open communication, discourage participation, and impede collaborative efforts essential for safe patient care.

To combat incivility, faculty and administration should foster a culture of respect, inclusivity, and open communication. Strategies such as setting clear behavioral expectations, implementing zero-tolerance policies for bullying, and promoting faculty development programs on conflict resolution and effective communication are crucial. Encouraging students and staff to voice concerns without fear of retaliation and providing avenues for reporting misconduct are also necessary steps. Creating a safe environment where respect is modeled and reinforced contributes significantly to reducing incivility and promoting a positive learning climate (Clark et al., 2016).

In clinical settings, promoting professionalism and mutual respect can be achieved through mentorship programs, role modeling, and team-building activities. Regular training on cultural competence and interpersonal skills can also help foster understanding and reduce conflicts. Additionally, emphasizing the impact of incivility on patient outcomes can motivate stakeholders to adopt respectful behaviors, recognizing their role in safeguarding patient safety.

In conclusion, the video highlights teaching strategies that can be improved to enhance student engagement and critical thinking. Moving away from passive, lecture-based approaches towards active, learner-centered methods can significantly improve learning outcomes. Simultaneously, addressing the root causes of incivility and bullying through institutional policies, education, and culture change is essential for creating safe, respectful learning environments that prioritize both educational excellence and patient safety.

References

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University.

Clark, C. M., Nelson, S., & Rayens, M. (2016). Strategies to Reduce Incivility and Bullying in Nursing Education and Practice. Journal of Nursing Education, 55(7), 372-378.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Kelly, P., & McAllister, M. (2010). Understanding Incivility in Nursing Education. Journal of Nursing Education, 49(12), 691-697.

Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.