Why I became an Instructor and a question
I have been teaching for nearly 4 years which would have never happened if it weren't for a college professor during my Public Health courses. She told me that she could envision me teaching one day which I laughed and said I would never teach. She replied that she said the same thing and look where she's at today.
One of the reasons I teach (I teach IT courses) is seeing the "light bulb" come on in students minds when they learn something they never knew before. It's really rewarding to see how they develop through the years, however, I was shocked to read in the previous lesson that instructors are supposed to be looked at as mentors or professionals versus peers. Why would we not consider students more as peers, the closer they are to graduating? I have taught a lot of students over the past four years and was able to recommend three of them to my full time place of employment. Is it really that bad to not consider students more as peers the closer they are to graduating? I ask that because when I was in Naval boot camp, the company commander of our group became more of a peer during the last couple of weeks of basic training.
Hi JoAnna,
Well said about how to treat students and create a relationship with them that is based upon respect and rapport.
Gary
I do want those I teach to be motivated and impassioned about our career choice. The goal is to take them to that colleague level and I believe you have to do that with them. I won't subscribe to the "pal" level either - however, I do want to trust them and their abilities by the time they reach the practice level.
Hopefully, most of us teaching do have some time in the field and as such, will always have to remain a step ahead of them, only because through time and experience, we should be further ahead. But the expert has to take in the novice and help them move forward - to be a true mentor.
Brian,
I feel along the same lines as you. We have a course in the end of the program that covers basically everything they have learned. I am the medical program chair as well, and so I have spoken with these students on several different levels.
Once they are at the end of the program, treating them more like peers is a natural order of things. They have learned the basic concepts and skills, they are ready to get out there and would be working right along side me if I were still in the clinics. The only thing to keep in mind is the fraternization aspect.
Thanks for your input
Agreed Ms. Deborah - I do want those I teach to be motivated and impassioned about our career choice. The goal is to take them to that colleague level and I believe you have to do that with them. I won't subscribe to the "pal" level either - however, I do want to trust them and their abilities by the time they reach the practice level.
Hopefully, most of us teaching do have some time in the field and as such, will always have to remain a step ahead of them, only because through time and experience, we should be further ahead. But the expert has to take in the novice and help them move forward - to be a true mentor.
Hi Deborah,
I do think our students become our peers upon the completion of their education in our programs. I base this upon the fact that when my students complete their PhDs they have the same credentials that I do in terms of formal education. I like to work with them in research, writing and service to help them build their vita while I get to enjoy their expertise and excitement. I welcome them to the profession and will do anything I can to help them develop into an outstanding professional. This to me is a part of my legacy and honor to bring the next generation on in my field.
Gary
Although I understand your point regarding boundaries between student and insntructor, I tend to disagree with the fact that students can not become our peers at the end of their education. Many times in the careers of professionals and instructors, they tend to lose that connection with their students on a personal (but appropriate level). I think that one way to mentor and encourage stduents who are about to graduate is to recommend them for available positions. As a professional I try never to forget where I came from, and how difficult it was to continue in my career at times. That is one of the problems with nursing today, instead of holding our new nurses to our standards, we chose to present ourselves as above them. We can use the is opportunity at the end of their education to say to them, "I trust your judgement and the education I gave you and I want you to be my colleague ".
I think you are correct in that you do become more of a peer towards the end of your time with your students. I believe that this is a good way to evaluate how effective your teaching has become. If you can feel confident enough in the education that you have provided for your students it only stands to reason that you would feel confident enough to recommend them for a position when they are done. What better way to encourage and mentor new nurses in their profession than to assist them in the development of their career through suggested placement.
Hi Brian,
I think the key point in this discussion is perception in terms of the student instructor relationship. Instructors cannot be pals with students but can be mentors of them. As they get closer to graduation the level of mentoring and support for the students can increase. A peer as I define it is someone at my status or rank in the setting where I work. My students cannot not be a peer while they are still in school. The reason is that I strive to work with all of my students on an equal basis. I have a number of former students that are peers of mine several of which are business partners of mine. They became peers as a result of their abilities and willingness to expand their knowledge base.
Find a relationship that is comfortable for you and that does not cross the line of professionalism so you can enjoy the growth you see in your students.
Gary
