Being a friend
I really agree with the statement that we can be a friend to our students but we should not become pals. I was tought this by my previous college instructor.
Katie,
This is a very important boundary for instructors to set and make sure it is maintained. The result will be the earning of the respect of students along with the development of rapport. This is beneficial for everyone.
Gary
Gary Meers, Ed.D.
I agree, make sure the line is clear between friend/pal. You don't want your student to lose respect for you are forget who is really in charge.
That's what I need to do a better job of. I have a bit of a sales background and I occasionally fall into the "losing the sale" mindset.
True but there must be a clear deliniation between personal and professional. Be supportive but also not crossing the professional and ethical principles of teachers.
William,
Having been in similar situation I really focused on the objectives for the current course. Even though I was had good rapport with the students I emphasized over and over again the outcomes they had to achieve in order to be successful in the course. With repetition they seem to "get it" that they had to perform at a certain level, period. They knew I cared about them and their success but they also developed respect for the fact I kept the standards for the course in front of them at all times.
Gary
Dr. Gary Meers
You must always maintain your professionalism.
I teach at a college where I may have small classes of four to ten students for four hours a day, twice a week, for five weeks. Often, because of how students follow their programs, I have these same sets of students for as many as four classes in a year's time! It's incredibly difficult not to become "pals" with some students -- or at least, to be seen as a "pal" -- under these circumstances. To make matters worse, my personality shows students immediately that I love them and this love is often seen as approachable yet malleable when it comes to assignments. Students who worked hard on a paper, for example, are often surprised I expected more from them than the grade they received even though I go over the rubrics thoroughly and go over their rough drafts one on one. How do I better communicate that, though I like them a lot as human beings, I expect them to meet these sets of objectives?
Stephen,
It is a worthy practice to follow and it keeps you in a professional perspective in the minds of the students.
Gary
Dr. Gary Meers
