The most effective teachers vary their styles depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, they encourage and inspire students to do their best at all times throughout the semester.
It is helpful to think of teaching styles according to the three Ds: Directing, Discussing, and Delegating.
Years ago, as a young, eager student, I would have told you that a great teacher was someone who provided classroom entertainment and gave very little homework. Needless to say, after many years of K-12 administrative experience and giving hundreds of teacher evaluations, my perspective has changed. My current position as a professor in higher education gives me the opportunity to share what I have learned with current and future school leaders, and allows for some lively discussions among my graduate students in terms of what it means to be a great teacher.
Teaching philosophy statements are now prepared for a variety of reasons: as part of a job application process; to be included in a promotion and tenure dossier; for a teaching award; or to foster reflection about how and why you teach. Regardless of purpose, the goal ought to be preparation of statements that reveal those beliefs and practices characteristic of an individual teacher. Writing teaching philosophy statements that accurately describe the instructional self isn’t easy, given that so many of us begin teaching careers with little training and continue them with episodic professional development. A set of resources can do much to assist the process and an impressive collection appears in the article referenced below.
There has long been the debate as to whether college is right for everyone. I follow the school of thought that college should be open to everyone and they may decide if it is the right fit for them. The educational realm has evolved so well that many students who could not even fathom college in the past are now attending and flourishing.
Out-of-class communication makes student-teacher relationships more personal and contributes to student learning. It is also the wellspring for continued academic exchange and mentoring. Unfortunately, electronic consultations via email have diminished the use of in-person office hours. Although students and faculty favor email contact because it’s so efficient, interpersonal exchanges still play an important role in the learning process—much research verifies this. As teachers we have a responsibility to encourage, indeed entice, our students to meet with us face-to-face.
As an undergrad, I put myself through school waiting tables – a truly humbling experience that made me a better instructor. With a mission of 100% customer satisfaction and my livelihood on the line, the patron’s experience became my highest priority.
Taking that mindset into the classroom, I strove for 100% student satisfaction – within the confines of academic integrity, of course – and achieved great results. It turns out, oddly enough, that students love being important, valued, respected, and honored. And through the resulting faculty-student connection, students willingly transform into vessels of learning.
The quest to identify the ingredients, components, and qualities of effective instruction has been a long one. Starting in the 1930s, researchers sought to identify the common characteristics of good teachers. Since then, virtually everybody who might have an opinion has been asked, surveyed, or interviewed. Students have been asked at the beginning, middle, and end of their college careers. Alumni have been asked years after graduating. Colleagues within departments and across them have been asked, as have administrators, from local department heads to college presidents.
As an undergrad I had a hard time settling on a major so I sampled a lot of different courses during my first couple of years. I remember signing up for one course that looked perfect because it combined two of my interests — media and American politics. In addition to learning about the changing dynamics between the two from a historical perspective, I was excited to see how the professor would incorporate the current presidential election into the course.
Thinking and writing metaphorically is often a recommended way to clarify one’s approach to teaching. Having a particular mental image provides a reference point, or compass, to guide teaching decisions and actions. There are many interesting and colorful characters in Greek mythology that might serve as possible metaphorical models for teaching faculty.
Although they are a fairly recent innovation, most faculty are familiar with teaching philosophy statements. Many have prepared them for job interviews, for promotion and tenure dossiers, for teaching awards, or for personal benefit.
