I have found that the first thing that you have to do is to let the students know that you care, and that they are the number one reason that you are there. Treat all students with respect, and let them know why you are there; you, as the instructor, have to be on task. Show them that you are there to help them complete the task at hand. However, let the students know that you are human; they may listen to you more.
You, the instructor, has to know yourself, why you are there; That will get through to the students as much as anything (they know what is B.S. and what isn't. You are going to make mistakes. Don't deny them to the students, and learn from them.
What are some ways you can avoid commonly made instructor mistakes?
One of the best ways is to simply prepare/practice. I look over my notes and "map out" how I expect the day to run. I also try to make sure I have more than enough, so if I do get through material quicker than expected, I have something else for the students to do that will further their learning.
Another way to avoid common mistakes is to learn not only the students' names, but also some information about who they are. I find this helps reduce classroom issues like tardiness and absenteeism.
I also use humor when I make a mistake. I find this helps make me feel better and it does show the students that I'm human. I also try to turn it into a learning experience for the students. There's always going to be a time where we make a mistake, but hopefully everyone, not just the instructor, can learn from it.
Hi Richard,
Anytime you relate school to the workplace students have a better understanding. After all, we are preparing these students for the work world.
Patricia
Hi Alan,
What a great response! You mentioned some excellent points. I have been teaching for 21 years, and I teach based on fairness, firmness, and thoroughness! Students appreciate these characteristics.
Patricia
One of the sections in this segment used "No one gets an A in my class" as an example of what not to say to students. On the first day, I tell my students that this is a hard class. There's a lot of content and we move quickly. I say this as a motivation for them to buckle down, stay alert, take good notes, etc... Is this no better than the "No one gets an A" comment? Do you think I'm taking the wind out of their sails? If so, what would you suggest I say instead?
Hi Jannie,
Rapport building with students is very important. If you have a rapport with your students and if you make a mistake, the students are not hard on you. They accept the mistake as simply being honest, and they do not make negative judgement.
Patricia
Be prepared! Also realize you do not have to have all the answers, just be willing to find the answer.
Hi Lisa,
You are on point! A backup plan is always a lifesaver!
Patricia
Prepare and be honest, students are very observant and will pick up on your actions, voice intonations and body language. If you give them a hint you are new and try to cover it they will eat you up. I taught my first class to my wife and daughters so much they could almost repeat it verbatum! That and 35 years field experience got me through it alive, that was 9 years ago.
I have been teaching for approximately ten years between being an adjunct and full time. During that time I believe I am being honest when I say I have never entered a class room unprepared. There have been times when I forgot to bring something to class, but I could always go to my office and find the item during a break.
A common teacher mistake or delima which frustrates me is determing the appropriate degree of assistance to provide my students. The standards of academic performance in my classes are very high. Just because I set high standards and expectations does not mean that I am not willing to assist my students.
I teach from the text book, but I am famous for consistently introducing new materials from the real world into the class. My students know that if I bring it into class they are responsible for learning that material. The tests I give are challenging, but at least I never test over anything we did not cover in class.
Students need to be accountable for their own actions whether that be failure to study, taking good notes, or attending class, etc. I will bend over backwards to help a student who demonstrates to me that they are trying. However, when a student wants me to literally do the work for them I refuse. Also, I do not believe that tutoring requests are a substitute for students not attending class.
My point of this conversation is that it becomes difficult for an Instructor to draw the line between proving to the students "you care" and allowing them to accept accountability for their own education. This is an area where Instructors new or experienced can find difficulty. If you coddle the student too much in the name of "retention" then you risk creating a monster that will expect all Instructors to do their work for them. If you do not go the extra mile then you risk losing the student from your class or even school totally.
No Instructor wants to lose students. Nor, is it fair for an Instructor to coddle a student so much that it appears to other students as favoritism. If the Instructor does not force the students to accept the challenge of academic excellence then the student has been cheated of their education. If the Instructor eases their academic standards or expectations then the student is also being cheated.
The most important principle any Instructor can abide by is to be consistent with all students. You must demonstrate that you care, but you can not make the mistake of caring so much that you sacrifice academic challenges. The opposite is also true that you can not simply tell the students needing help to "read the book" in an effort not to coddle them.
My principle of management has infiltrated my philosophy of teaching. I teach the same why I manage. I attempt to abide by the following guidelines as much as possible:
I treat all students in a friendly, fair, yet firm manner. The element that solidifies this recipe is consistency. If I can successfully manage these traits with every student then my chances of making teacher mistakes are significantly reduced.
The students, expecially adults, are not easily fooled. They have very high expectations when returning for schooling. I think we owe it to them to demonstrate how one should dress, act, maintain composure and prepare. Then when I also discuss attendance, and the school is similar to the work environment, they need to show up, and show up on time. This has a greater impact and meaning.
I have noticed that not only here but many adults as a whole are not knowledgeable of specific events and/or people within our business linage. Only this week I asked who know of the Vagabonds-Henry Ford. Not one person. This gave me time to explain to the students that on interviews or in specific situations such knowledge and prepardness of information and how it changed our business climate can win over an interview.
In my classroom, I attempt to take mistakes and make them into win situations for students. I doing this, many students ask me how they could better themselves on the job or in interviews; we will many times discuss "better practices" of interviews and we discuss the mistakes that the preceived they have made. Therefore, I look at a mistake as a forum to learn and discuss for the entire class.
In most of my business and/or finance classes, I assign readings and many extra credit readings from WSJ and other publications. My goal is to just have the students read and attempt to comprehend the new vocabulary and abstract practices within the business world.
When we are open for time, I will usually have several articles from WSJ or Bloomberg copied from the day and ask the students to read and make conjectures or hypothesis of specific data and/or events. This pulls them into the lectures. My adult students enjoy such readings in class. They openingly discuss the words (vocabulary and terms) they do not comprehend or understand. We make it a fun experience and that seems to win many students over. The adult student wants the class to assist them with their career and knowledge growth. When they realize that I am conducting classes and time to make them more "worldly" and with saleable skills, it is a true win for me and the college.
Hi Beth,
We are not perfect, and we do make mistakes as you've stated. Mistakes can be a good learning process for both the instructor and student if research is done and shared.
Patricia
Hi Donald,
What instructor mistakes have you made during your teaching career?
Patricia
One of the key ways that I have observed in avoiding commonly made mistakes as an instructor is the development of a rapport, listening, and taking a extra step every now and then to encouraging and motivating the students.
Jan
Hi Tiffany,
You are on point! Nicely stated!
Patricia
Hi T.,
Never beat yourself up about a mistake. I know it is easier said than done. Accept the mistake and move on by learning from it.
Patricia
Hi Richard,
Students can quickly tell when you are prepared and organized. Students appreciate an instructor's preparedness and organization.
Patricia
Given the short amount of time we are with the students, I attempt to be very organized with my lesson plans and instructional materials. It always reminds me of painting a room. I prep more than I paint.
The students enjoy the more prepared modules, and they are very aware of a well organized class presentation I have always felt.
