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TAC the alumni connector SIDE Department of Social Work College of Arts and Sciences Spring 2010 Volume 5issue 1 Reflections on Fast Practice By Larry Kruger, Ph.D., Department Chair and Professor

The word came into circulation through the blogosphere and through a conversation I have with others in social work (this is an interesting and engaging discussion that is well worth reading). Fast practice, I will argue, is about learning how to approach teaching and learning to teach fast as it is called. It is learning to teach in a fast fashion with the intent of producing a highly successful student. I am defining fast practice as the acquisition of these three characteristics: a) making it work as quickly as possible b) producing highly trained and skilled social workers and c) teaching students from the bottom-up, rather than the top-down, by creating a safe setting to learn and practice teaching. All these characteristics are necessary to achieve the goal of a fast-paced, innovative teaching profession. I believe fast practice is a critical component of any future success of social work. In my experience, fast practice is also critical to the success of new graduates. The process of teaching is not, in my opinion, the point of the profession. I see great teachers and brilliant students as outcomes instead. When I teach I am trying to help the student succeed. Teaching does not have to be expensive, time-consuming, painful, or uncomfortable. As far as I am concerned my job is to help the students develop as individuals, and they can be successful whether the teacher is a veteran social worker or a graduate student (and yes, I am talking about you). The teaching process is the process of becoming a professional. When a social worker begins her/his career (in my case, teaching), a great deal of study and preparation must take place before the social worker is trained in the practice of teaching in the most effective and efficient way. Some of that preparation takes the form of graduate school and the years of post-graduate study that come from a successful degree program. Others are learned through practical experience teaching students. I learned how fast I can teach when I gave a clinical lesson for the first time. One of my students had just moved out of her mother's home a half-hour's drive away and the next day was driving a bus. I began a lesson with a two part story that the social worker had to help my student with. I was talking to her from across the auditorium when she asked, “Why do we always follow the man on the bus?” I said, “Because he is the one with the driver's license.” Then I got to practice.

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The tac form alumniconnector is a form used to gather information and maintain a database of alumni information.

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