Faculty Interaction Techniques

✅TEACHER SELF-ASSESSMENT - WHY NOT❓ Sometimes, I teach the way I want, not the way students learn best. I prepare thoroughly, explain clearly, yet still hear: “Teacher, I don’t understand.” or “I forgot what we learned yesterday.” This made me wonder: Is my teaching truly effective for students’ brains?🤯 I recently explored Neuro-Teaching Techniques—not a new method, but a set of brain-based principles that enhance learning through small adjustments in presentation, questioning, and engagement. 🚀 Here’s a detailed self-assessment checklist to make lessons more engaging and effective: 1️⃣ FRAMING EFFECT – The way I say things shapes student perception ☑️ Am I using positive and inspiring language? ☑️ Do I frame lessons in an engaging way instead of just giving instructions? 2️⃣ COGNITIVE LOAD – Avoid overwhelming students with too much at once ☑️ Am I breaking down complex topics into manageable steps? ☑️ Do I give students processing time before introducing new content? 3️⃣ PRIMACY & RECENCY – Make the first and last moments count ☑️ Do I start with an engaging story, question, or real-life example? ☑️ Do I end with a summary or takeaway, rather than just stopping? 4️⃣ EMOTIONAL HOOKING – Emotions enhance memory ☑️ Am I creating “wow” moments that make learning memorable? ☑️ Do I help students see the relevance of the lesson in their own lives? 5️⃣ VISUAL ANCHORING – Images boost memory retention ☑️ Do I use visuals, diagrams, or color coding to support learning? ☑️ Is my lesson too text-heavy, making it harder to absorb? 6️⃣ ZEIGARNIK EFFECT – Unfinished tasks create curiosity ☑️ Do I leave students with an open-ended question to think about after class? ☑️ Do students feel excited to return and learn more? 7️⃣ REWARD SYSTEM – Small rewards, big motivation ☑️ Am I acknowledging effort (not just correct answers)? ☑️ Do students see their own progress and feel encouraged? 8️⃣ MULTI-SENSORY LEARNING – The more senses involved, the stronger the memory ☑️ Am I combining visuals, sounds, speech, and hands-on activities? ☑️ Do students get a chance to move and interact instead of just listening? 9️⃣ MIRROR NEURONS – Students mirror teachers’ energy ☑️ Am I showing genuine enthusiasm for the lesson? ☑️ Do students seem engaged and responsive to my energy? 🔟 COGNITIVE FLUENCY – Learning should feel simple and intuitive ☑️ Are my explanations clear, simple, and easy to follow? ☑️ Do I connect new knowledge to what students already know? Teaching isn’t just about delivering content—it’s about designing experiences that help students absorb information effectively. ✅ Try using this checklist for self-reflection! Adjust it to fit your style and let me know what works for you. #learnandshare #linhleelt #NeuroTeaching #BrainBasedLearning #TeacherInspiration

On things that should never happen (or students deserve timely feedback). Often, I hear faculty say, "Nobody dies" if something is not done on time." Yet. Students have limited funding and time to complete their studies. So. In a very real sense, opportunities for students can die if faculty fail to respond to queries. Hence. If we agree to advise PhD students, then we should also be accountable for providing timely advice. So what to do? (1) establish norms within programs for responding to students. Faculty should understand their obligation to provide timely responses during the work week. If faculty are not available, students should know in advance. (for my industry friends, yes, some faculty fail to meet this basic obligation for professional conduct). (2) establish norms for follow-up. Because faculty get busy, forget, or sometimes drown in grading, we should normalize students respectfully following up on queries 48 to 72 hours after they are first sent - bc they are time-sensitive. We should also normalize faculty not getting irritated by follow-up! (for my industry friends, yes, some students email five times a day if they don't get a quick answer, and some faculty are livid if a student follows up at all). (3) establish clear norms for how to communicate. While some emails merit a yes, no, or hmm, cryptic emails do not help resolve questions and ambiguities. Students need to learn how to ask questions that are clear and readily answered - and know not to hit send until their questions are clear and less ambiguous. Faculty need to set aside time every couple of days to respond to them. (for my industry friends, one of the perils of academe, is that we are great at training people to study content, we are not great at socializing students and faculty on how to clearly communicate that content, nor for that matter on how to have quick exchanges, it's something we need to become better at doing). (4) normalize setting time aside for communication. I tell my students when I respond to emails - usually in the morning or late at night. I set aside about an hour a day to deal with more difficult queries. Students and faculty need to learn to create and manage their time invested in email - otherwise, messages may never be answered, OR nothing ever gets done bc you are always on email. (5) face to face communication - we all need to recognize that email is not a good substitute for in-person communication - esp. about complicated matters. We need to know what to put in an email and know when to meet. This comes with experience and training for both students and faculty. If we create norms around communication, develop a shared cadence for when to communicate, and communicate more clearly, this is no reason for reasonable queries to go answered! (and now I go back to reading student emails!) #academicjourney #phdadvising #phdstudents #academiclife

𝐔𝐩𝐬𝐤𝐢𝐥𝐥𝐢𝐧𝐠 𝐲𝐨𝐮𝐫 𝐟𝐚𝐜𝐮𝐥𝐭𝐲 𝐦𝐚𝐲 𝐛𝐞 𝐭𝐡𝐞 𝐬𝐦𝐚𝐫𝐭𝐞𝐬𝐭 𝐢𝐧𝐯𝐞𝐬𝐭𝐦𝐞𝐧𝐭 𝐲𝐨𝐮’𝐫𝐞 𝐧𝐨𝐭 𝐦𝐚𝐤𝐢𝐧𝐠‼️ Instruments were being taught. Certifications were being cleared. But something was missing at one of the 𝐦𝐨𝐬𝐭 𝐰𝐞𝐥𝐥-𝐞𝐬𝐭𝐚𝐛𝐥𝐢𝐬𝐡𝐞𝐝 𝐦𝐮𝐬𝐢𝐜 𝐚𝐜𝐚𝐝𝐞𝐦𝐢𝐞𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐜𝐢𝐭𝐲! The students came from elite schools. The faculty came with years of technical mastery. And yet, the connect wasn’t there. Not because of competence. But because communication, confidence, and credibility weren’t being trained. So when we were invited to conduct a focused faculty development program, the objective was clear: 🎯 Not what they teach: But how they present, communicate, and build perception around that teaching. Here's what we covered, and why it made a difference 👇 🎯 𝟏. 𝐓𝐡𝐞 𝐆𝐫𝐨𝐰𝐭𝐡 𝐌𝐢𝐧𝐝𝐬𝐞𝐭 𝐒𝐡𝐢𝐟𝐭: 𝐅𝐫𝐨𝐦 𝐂𝐨𝐦𝐟𝐨𝐫𝐭 𝐭𝐨 𝐂𝐡𝐚𝐥𝐥𝐞𝐧𝐠𝐞 Most trainers plateau not because of lack of talent, but comfort. We reframed “stagnation” as an opportunity to grow by choice. Faculties explored the why behind upskilling and saw how mindset drives mastery. 🕒 𝟐. 𝐓𝐢𝐦𝐞 𝐎𝐰𝐧𝐞𝐫𝐬𝐡𝐢𝐩: 𝐅𝐫𝐨𝐦 𝐅𝐥𝐞𝐱𝐢𝐛𝐥𝐞 𝐓𝐢𝐦𝐢𝐧𝐠𝐬 𝐭𝐨 𝐏𝐫𝐨𝐟𝐞𝐬𝐬𝐢𝐨𝐧𝐚𝐥 𝐃𝐢𝐬𝐜𝐢𝐩𝐥𝐢𝐧𝐞 2:15 arrival for a 2:00 class? We used role plays and scenario-based discussions to rebuild ownership, punctuality, and respect for the learner's time. 🗣️ 𝟑. 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧 𝐌𝐚𝐬𝐭𝐞𝐫𝐲: 𝐁𝐞𝐲𝐨𝐧𝐝 𝐖𝐨𝐫𝐝𝐬 We taught the science behind impactful presence: 7% words 38% voice and tone 55% body language They learned how to speak to parents, handle questions with empathy, and align verbal & non-verbal cues. 👔 𝟒. 𝐏𝐞𝐫𝐬𝐨𝐧𝐚𝐥 𝐏𝐫𝐞𝐬𝐞𝐧𝐭𝐚𝐭𝐢𝐨𝐧 & 𝐏𝐞𝐫𝐜𝐞𝐩𝐭𝐢𝐨𝐧 Dress isn’t vanity, it’s visual communication. We decoded what parents and students perceive through appearance, and how dressing for the role builds trust. 🔄 𝟓. 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐯𝐞 𝐏𝐫𝐚𝐜𝐭𝐢𝐜𝐞 & 𝐑𝐞𝐚𝐥-𝐭𝐢𝐦𝐞 𝐀𝐩𝐩𝐥𝐢𝐜𝐚𝐭𝐢𝐨𝐧 Through pause-and-reflect moments and peer feedback, faculties uncovered their own blind spots. Not by being told, but by experiencing the shift. This wasn’t just a “soft skills” session. It was a strategic perception upgrade, turning a technically sound team into a professionally trusted one. 🎹 And when that happens, your brand speaks even before a note is played. 🎯 Are your faculty just teaching? Or are they elevating your brand every day? Why not explore how a training like this can raise your institutional credibility, retention, and results? #CorporateTraining #Music #KanchanChokkas #FacultyExcellence #SkillAndPresence #InstitutionalGrowth #MusicAcademyTraining #LeadershipInEducation #Cogniact