Beauty Link - volume 2, issue 1 - (Page 40)

Q | voices from the cla ssroom | R HOW DO YOU APPROACH DIFFERENT LEARNING STYLES IN YOUR CLASSROOM? with customization One thing I like to do at the beginning of my classes is give each student a post card reading “My learning style is ” This gives each student a chance to tell me what works and does not work for them. When I review the cards I can assess which students are visual learners, hands-on learners, auditory learners, etc. I make sure that in all of my subjects I give a clear but short lecture with an activity about every hour to keep their interest, and that I combine audio visual with all of my demonstrations. Most of my learners are hands-on learners, but I always have a few formal learners that are my responsibility as well. With this type of learner, I make sure I give them time to ponder the topic on hand by drawing something individually or outlining their ideas to share with the class. Andrea York, Xenon International Academy, St. Louis, MO with technology I allow the use of iPods (music only) during certain practical sessions, such as when they are working on mannequins, and when the practical session is not a new topic. I find that students remain on task and are focused on their work, rather than talking to their friends and slowing down their progress. Marcia Bird, Somerset County Technology Institute, Bridgewater, NJ with creativity It is a challenge to reach all learners, but brainstorming helps us come up with imaginative ideas. Each lesson plan in our curriculum includes games, puzzles and mind teasers, and we still leave room for our own style of teaching. First we clarify our objective, then lecture, then do a demonstration and last, we let the student take the reign. If we are focusing on anatomy, for example, and we are making a skeleton of a head, we’d first talk about it, then perform a demonstration, and then let the students make it. We’d use materials such as a shaved manikin head, play dough, yarn and thread all in different colors. As for hair textures, I always tell my students texture can’t be taught—it has to be learned by feel—so we use silk material for fi ne hair, cotton material for medium texture and wool socks for coarse hair. We also bring in guest salon owners on professional day after teaching the proper way to make a résumé and practicing interviews. The students dress like they are going on an interview, and actually they are—they just don’t know it until the morning of. It has always been an eye opener for them. Yes, it is a shock, but former students have told me it helped them prepare for things a basic lesson couldn’t have. Debra Legrand, LeGrand Institute of Cosmetology, Camden, SC I ALLOW THE USE OF IPODS MUSIC ONLY DURING CERTAIN PR ACTICAL SESSIONS, SUCH AS WHEN THEY ARE WORKING ON MANNEQUINS, AND WHEN THE PR ACTICAL SESSION IS NOT A NEW TOPIC. | B EA U TYLIN K | T H E 2 0 1 0 ST UDE NT

Table of Contents for the Digital Edition of Beauty Link - volume 2, issue 1

Beauty Link - volume 2, issue 1
Contents
Message From the AACS President And CEA Chair
Teaching The Millennial Generation
The Workings Of Washington
Mobile Marketing: The Next Big Thing In Recruitment Advertising
Mindset List For The Class of 2010
AACS Listserve Q&A: Extinguishing Bad Attitudes
Decoding The Results: Attitudes And Perceptions Of Beauty And Wellness Careers From the AACS Commissioned National Survey
Educator Resource Review
And Then There’s Compliance
The 2009 AACS Annual Convention: Building Essential Links To Success
Voices From The Classroom
From A Distance: Today’s Education Experience
Turning Over A New Leaf
Regulatory Issues
Connecting Through Conflict: Turning Angry Clients Into Happy Ones
Student Scholarship Opportunities
Superstar Graduates
New School Members
Associate Member Profiles
New Products & Services
People & Places
Calling All Skin Care Educators
Join AACS/CEA
Upcoming 2010 Events
Index To Advertisers
Advertisers.com

Beauty Link - volume 2, issue 1

http://www.nxtbook.com/nxtbooks/naylor/BSAQ0113
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0412
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0312
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0212
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0112
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0411
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0311
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0211
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0111
http://www.nxtbook.com/nxtbooks/naylor/BSAQ2011MediaKit
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0410
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0310
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0210
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0110
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0409
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0309
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0209
http://www.nxtbook.com/nxtbooks/naylor/BSAQ0109
http://www.nxtbookMEDIA.com