NC3 has some impressive Master Instructors in our ranks and this Instructor Spotlight series aims to highlight the incredibly talented individuals who work with us. We’ll be featuring a new interview in our monthly newsletters, here on our website, and on our social media pages each month.
NC3 Master Instructor | Snap-on/Starrett
Roger Riendeau is an Industry Training Instructor at Tennessee College of Applied Technology (TCAT) – Elizabethton, and an NC3 Master Instructor for Snap-on/Starrett.
NC3’s Snap-on/Starrett Program Manager, Cody Eckert, sat down with Roger to talk all about his work as an NC3 Master Instructor.
Describe something you are proud and passionate about that your school does?
TCAT Elizabethton’s impact extends beyond our campus. We engage with the broader community, including employers, fellow educational institutions, and even the local correctional facility. By imparting valuable skills, we enhance lives and employability, spanning various sectors from manufacturing to automotive to construction and beyond. We serve as a platform for collaboration which improves the whole community. This commitment reflects our dedication to communal well-being, particularly for the underprivileged, empowering them to forge stable careers and support their families.
What is your favorite part of Train-the-Trainers and being a Master Instructor?
My greatest satisfaction comes from the dynamic interactions found only at NC3 Train-the-Trainers. I find immense value in engaging with fellow instructors, benefiting from their insights and experiences. Beyond me delivering a curriculum, this exchange facilitates reciprocal learning. We pool our teaching techniques and strategies to effectively connect with our students. For me, the highlight lies in these collaborative exchanges, fostering a sense of community and shared purpose.
Being an NC3 Master Instructor feels like being part of an extended family. This role grants me the opportunity to journey to diverse communities, an endeavor both gratifying and enriching. This experience significantly bolsters my communication skills with people of varying backgrounds, enabling me to effectively convey my expertise to others. Ultimately, it embodies a fulfilling process of knowledge transmission and empowerment.
What would you say to instructors/schools considering joining the NC3 Master Instructor Team?
For instructors and schools contemplating joining the NC3 Master Instructor Team, I’d say it’s more than just assuming the role of a Master Instructor; it’s about becoming part of a close-knit family and a thriving community. This membership reinforces our unwavering focus on students—our foremost commitment. Becoming a Master Instructor equips us to inspire others in upholding this mission of genuine student engagement. We offer a comprehensive range of resources and a robust network to bolster their endeavors, enhance their programs, and foster connections with prospective partners.
How has your professional experience influenced the way that you teach your classes?
My journey in the automotive field began in 1987, providing stability for me and my family. I’m extremely passionate about what I teach, and I strive to pass on that enthusiasm to my students. This industry means a lot to me, and though I can’t contribute directly anymore, I channel that passion into my teaching. It’s about making my students better technicians, ready for the workforce with top-notch training. I stress hard work and training, showing them that their potential is limitless if they commit. Sharing my passion helps them thrive in this field.
How has being a Master Instructor translated to your ability to relate to your students?
Being a Master Instructor has opened doors to nationwide collaboration. Our country’s diversity is undeniable, and connecting with fellow instructors and students enriches my teaching with diverse viewpoints. This role has transformed my student interactions, enabling me to communicate with them on a deeper level. It fosters heightened empathy for their needs, enhancing my instructional approach. Moreover, it prompts a shift toward more open-mindedness, enabling effective teaching to students from all walks of life.
What’s a piece of advice for students or that you would give to your younger self or other educators?
I think about this all of the time. I’d advise students and fellow educators to embrace an open-minded attitude. Welcome constructive feedback as a pathway to growth. Maintain unwavering focus and direction, much like a compass aligned to the North. Your goals should always remain on the horizon, driving your efforts.
Remember, the journey is challenging—both work and life. Embrace these challenges with determination. Never cease your learning journey; continuous training is key. Be receptive to constructive criticism—it’s a catalyst for improvement. Set tangible goals, and ensure your compass remains fixed on them.
Looking back, I acknowledge my own struggle with criticism in my youth. But remember, your potential knows no bounds. Your only limitations are self-imposed. If you hold steady to pursuing your goals, you’ll find endless possibilities for growth.
For information on Tennessee College of Applied Technology (TCAT) – Elizabethton, please visit https://tcatelizabethton.edu
For information on NC3’s Partner Snap-on, please visit https://www.nc3.net/partner-snapon
For information on NC3’s Partner Starrett, please visit https://www.nc3.net/partner-starrett
For information on NC3’s Train-the-Trainer program, please visit www.nc3.net/training