Safety.

It’s not the most exciting subject in the automotive classroom, but it’s certainly one of the most important. Even if your students aren’t eagerly awaiting your lesson on how to use eye protection or the importance of inspecting equipment, you know how necessary it is for students to absorb and follow safety guidelines. All it takes is one accident to ruin a person’s day, week, or even their entire life, which means skimping on teaching safety is not an option.

Students hate taking tests and instructors hate grading them. So why should you spend more time than necessary dealing with testing?

Many students (and at least a few instructors) might wish they could skip test-taking altogether, but the truth is that tests can be valuable indicators of a student’s progress and skills. They can also help instructors and students identify gaps in knowledge and pinpoint what still needs to be learned. 

In the first two parts of our strategy-based instruction blog series, we explained the basis of this teaching method and explored how to verify the job skills that students need before entering the workforce.  

Once you’ve determined what skills and behaviors your students need to learn based on what employers need, it’s time to figure out the best way to teach them. This is where both new and experienced instructors encounter a common problem. How do you cover all the material students should learn with limited time and resources? 

In part one of the strategy-based instruction series, we talked about the basics of this technique. We also noted how, when it comes to education, the employer is the customer, not the student. Once this is understood, there is a simple way of tackling the first step of strategy-based instruction: verifying the job skill. 

When did you first become an automotive or diesel instructor?

If you’re like many other instructors in the field, you probably spent time as a technician before turning to education and, like any good instructor, did your best to improve your teaching skills. Between a variety of instructor guides to professional development workshops, it can seem like there’s a lot to figure out. But instead of trying to learn all kinds of new processes and terms when it comes to teaching, it can often be just as effective to work with what you already know. 

When it comes to supporting automotive programs, students, and instructors, it’s easy enough to think of large foundations, such as the ASE Family of Organizations. But there are many more organizations with the goal of providing support, scholarships, training, and other resources in the hopes of engaging youth and providing the necessary tools to help the automotive industry address skills gaps and technician shortages. 

Most people know that manufacturers are continuously incorporating more technology and electronics in new vehicles. As a result, there is a need for higher level electrical and electronics training. 

In this day and age, students with STEM (Science, Technology, Engineering, and Math) knowledge and experience are sought after by a growing number of employers, but these subjects often are seen as  fit for only top academic students. Meanwhile, automotive technology classes are ignored or seen as less important.

Maybe it’s time to challenge that view. 

No matter how many bright students, wonderful instructors, and useful resources an automotive classroom has, there’s one thing that can make the learning process more—or less—difficult: curriculum.

Curriculum, which is comprised of the learning objectives, lessons, materials, assignments, and assessments used to teach a course, is the last thing you want to work against your students’ success. In fact, studies show that better curriculum—and textbooks—can improve student achievement.

But how do you know if your current curriculum is the problem?

Service advisors have a unique role as both the face of an automotive shop and the link between customers and technicians. Therefore, it makes sense that classroom training for service advisors should have a good balance between customer focused skills and automotive knowledge.

Instructors play an important role in providing this kind of targeted training. But aside from starting with a good foundation of knowledge, how can you instill the kinds of skills that help service advisors thrive in the classroom and on the job?