Peer Leader Experience
General description of the project
Students vary in processing their education and groups can clash or mesh. For instance, an all-quiet group won’t have a leader, which can lead to procrastination and lack of communication. Or a team with one very strong personality who doesn’t know how to share the workload, which can lead to mental stress and becoming overworked. Training with Peer Led Team Learning (PLTL) provided much of my knowledge on how I could maneuver and deal with types of students in multiple situations and environments. The course gives insight in working with various individuals, whether they have disabilities, different learning styles, strong/ weak personalities, sitting arrangements, etc. I have applied over 8 tactics learned in the training in one semester alone, to others as well as onto myself for bettering our education.The goal was to learn methods and problem-solving styles on how we can help each and every student for individual but mainly group work and aiding their experience to think and work as a team.
Technologies
No technology used aside from zoom and the lesson plans for this teachings.
Explain project results
Hispanics would be fantastic leaders due to their bilingual language skills, they come from different backgrounds in small or big families and finding a way to be heard. This is a great start in strengthening and focusing those skills into a future team which we would want a team to feel like family when grouped well and communication success.
Why it should be considered best practice?
Leadership in many job fields are looked at with dread. Many want to avoid it and when placed in the position because of their knowledge exceeding others, they lack the skills to manage a team with different levels of learning or understanding concepts. Working in a class that teaches leadership is essential to form basic skills in coping with the variety of individuals to formulate an effective team.
Highlights of your proposed presentation
Learning to teach in a variety of methods for students who are hands on, audio, visual, mathematical, etc. Learning to work with students who have disabilities. Learning to set up groups with intro-/Extroverts and how the group should form for the most effective communication.
The Evaluation Committee will evaluate submitted proposals based on the following criteria. Each area will be rated on a scale from 1 to 7 (1= non-satisfactory; 7 =outstanding), for a maximum of 63 points.