Pedagogy and Personality
If personality dictates pedagogy, must we alter our personality to improve our delivery and presentation?
Brook,
I had the privilege of learning from one of the most awesome teachers ever. Often, he would begin a lesson with an intriguing question, one that begged to be answered. From there, the lesson would flow, each piece neatly tied together. I have used this technique when about to begin what students consider more difficult topics - and it's successful!
Barry Westling
I believe this statement is true. I am a scientist who instructs in both life and physical science. The topics can be dense and dry for many who are not smitten by the topic or especially familiar with latin prefixes and suffixes. This the language of science.
As a result my personality must be more engaging and excited in order to convey some necessary, but tedious topics. This is not my usual self. I am detailed and a person who needs all the facts at my disposal before I discuss a topic. This is not necessarily true of my students.
Often the students just want the big picture. They could care less about the details. It is difficult for me to let go sometimes, but I believe I am more effective if I accommodate their learning styles.
I would still like to know how to get the crucial chemical detail across to students who have not had enough chemistry before they enter my class. Any suggestions?
Rick,
I agree our daily experiences with students can be enlightening, never a dull moment, and an instructional work in progress. One key is to be open and willing to accept different circumstances. There is a quote that's applicable: Life is 10% what happens, and 90% how I react to it".
Barry Westling
Firstly if a teacher has issue with student interaction, they may be in the wrong field. I enjoy the interaction because it makes me look inward about how I perceive both teaching and my profession. On occasion I even learn new tricks from the students.
Jason,
I have seen examples of very competent individuals who, because of their inability to interact with students, receive unfavorable evaluations by students. And after classroom observations, I could understand their dismay. A good illustration is the superb doctor with awful bedside manner. We are all unique in our individuality. Creating a good connection with students can make a difference in their openness to us, and ultimately, their learning experience.
Barry Westling
