I spent twenty-two years as an industrial electrician. For the last ten years of my electrical career I attended university where I studied philosophy and mathematics, as well as community college, where I earned a Voc. Ed. diploma. After student teaching, I started teaching in the electrical department at a regional high school. I soon transitioned into a math and technology educator, and eventually secured a position at an adult learning centre. I was at the learning centre for seven years.  During my time at the learning centre I earned a B.ED. I then went to Red River College, where I taught Related math and science, in the Access department and eventually the electrical department. I have recently accepted the position of Chairperson, Trades at ACC in Brandon. 

Throughout my career, I have had the opportunity to teach students of every age and every ability- from kindergarten to college level. In my new position I have the responsibility observe other teachers in the classroom. Oftentimes, college instructors are hired for their technical expertise and will have little or no teaching experience. In the beginning of their career, new instructors think of themselves as the subject matter expert (SME) first and as an educator second. It is only after they have gained experience and confidence do they come to consider themselves as instructors first and SME second. This may seem like a subtle difference, but I think it has a profound effect on the effectiveness of the teacher. When the new instructor begins to think of themselves as a teacher of students, rather than an expert in a subject area they are capable of becoming better instructors.

Competent  instructors know their subject matter, and are able to impart knowledge to their students. The level of retention among students varies, but the instructor is primarily  a source of information.  Good and effective instructors engage their students as partners in a learning relationship. Rather than merely imparting information, good instructors provide their students with a learning environment that encourages learners to be active and engaged participants in their own learning. Because an active and engaged class is less predictable than a carefully scripted class, new instructors are often reluctant to surrender some authority and control in the classroom. Once they do, however, they are well on their way to becoming educators, and not  merely SME's who instruct