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U N I V E R S I T Y O F P I T T S B U R G H |
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| Vol. XII, No. 2 | A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
November 2006
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U N I V E R S I T Y O F P I T T S B U R G H |
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| Vol. XII, No. 2 | A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
November 2006
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Modeling Professional Roles
One of the most important responsibilities of a university teacher is being a role model. As professors, we represent the embodiment of our profession to students developing their own sense of self in a given field. If we want them to value their class experience and to contribute to it actively and to the best of their ability, we must model those same attributes. The norms we establish from the outset, ranging from starting class on time to knowing who comprises the student group, convey not only respect but that what we are doing together over the next 15 weeks is a shared process and an important one. Knowing Names For example, at the risk of appearing autocratic, I ask students to select a seat and to stick with it for the first few weeks—this allows me to learn everyone’s name. It works so well that I can usually recall where a student sat for many years after he or she has graduated. I would imagine that it’s pretty striking to have one of your instructors recall exactly where you sat—it really mattered if you were there! And it’s not about just learning someone’s name or compiling attendance statistics; it’s the acknowledgement that each student’s presence makes a difference. Demonstrating that each student matters can be as simple as making eye contact, an informal conversation during a class break, or following up on a point made in a previous class. However, if we find ourselves interacting with the same individuals, and not being sure who others in the class are, we’re not casting our net wide enough. Facilitating Student Expertise Most of us know a good deal about what we teach. However, the real key to excellent teaching is to guide the process in the classroom but not to take it over. Providing the structure and the guidance, we don’t have to be the expert on every topic of discussion. Sometimes this can be difficult, especially if we’ve practiced for many years, written on the topic, done numerous expert consultations, or provided countless guest lectures. The knee-jerk reaction is often to demonstrate our knowledge, as if not expounding upon it might indicate that we’re not on top of our game. Here’s the point at which we can adopt one of the most powerful teaching strategies of all: become the orchestra conductor instead of the lead singer. Our greatest gift to our students is to facilitate their expertise. It’s the difference between standing in front of someone (and blocking the view) or walking alongside someone as a mentor. Taking Risks We must encourage discussions that include alternative viewpoints, critical thinking about social issues, and an exploration of unanswered questions. How will our students transfer classroom instruction into their professional lives unless they are able to practice the skills we’re trying so hard to develop? Practicing begins by taking a risk, trying things on for size, getting feedback from one’s peers, evaluating whether something worked, and learning from mistakes or challenges along the way. At the beginning of the term, I ask students to write out why they are taking the class and what they’d like to learn during the semester. During the final exam, I ask them to review their responses and to determine whether they’ve achieved their goals. This is really what good teaching is supposed to be about, isn’t it?
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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for Instructional Development & Distance Education |
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