To avoid common instructor mistakes: Keep your personal life out of the classroom, know your students and use their names when addressing them, set plenty of time aside to prepare for class, have a professional relationship with students; they are not our buddies, and build credibility with your students by sharing relevent experience in the work field.
Hello Vonia,
It is vitally important to always stick to what you've said. Once you give in to what you've said you have lost credibility. Having things documented on the syllabus is a fabulous idea; I follow this tatic as well because you can always refer to the syllabus. The syllabus is a great lifesaver whenever students pretend they did not know. I too treat all students the same. Students have more respect for you as an instructor when you're fair.
Patricia
I avoid common instructor mistakes by sticking to what I say and write on the course syllabus, also never give in to something I did not agree with in the beginning. I keep all the same guidance for all my students and fair to all.
Hello Linda,
I am certainly not an accounting guru, but I have 19 years of teaching experience in the computer/typing areas. I too work through various concepts before my presentations even after doing them for 19 years. It is nothing like the feeling of being ready and prepared. I am a big PowerPoint fan as well. My students love the various PowerPoint presentations pertaining to the different subject matters. PowerPoint is definitely a great time saver, and as you mentioned, the time that is saved can be used to help students. My students have gotten use to this helpful teaching tool (PowerPoint) also. PowerPoint has made alot of educators and students lives easier!
Patricia
Once again, I teach Accounting. Even though I have taught for approximately 18 years, I still work through all of my demonstration problems the day or evening before I present it to the class. I use (and love) PowerPoint. My slide shows contain notes, samples, and demonstration problems. It keeps on the right track; and having the notes, samples, and problems incorporated in my slide show eliminates the need to spend lots and lots of time writing these items on the board or simply just speaking about them in a lecture. This, to me, saves time that I would rather be helping the students. If these items are not in place, my class seems very disorganized and hectic with very little or no progress.
Hi Linda,
There is no substitution for being prepared. What are some methods, techniques, strategies, etc. that you tend to use to make sure you are prepared? How does it affect the overall classroom when you are prepared or unprepared? Have you experience being uprepared? Please elaborate on your responses.
Patricia
I agree. No substitution for being prepared.
You can avoid commonly made instructor mistakes by having a colleague review your information.
Like an athlete, visualize and plan your days and your weeks. I like to review my next days lesson along with notes I have made in the margins of areas of concern. I then review the next four days briefly so I remember where I am and where I am trying to get. In doing this I can take advantage of opportunities that occur during the class to prepare them for the lessons that are coming. The notes I make for myself help me to continually improve the class with more focus in areas or to remind me of things I try that worked or did not.
Be prepared. Be professional. Stay ahead of the classroom / lab needs.
Instructors should always maintain a fine line between the students and themselves. Instructors should not discuss personal problems or their personal lives in the classroom. You can generalize your comments so that the students get an idea of what you are trying to discuss, however, maintain a professional relationship with a student at all times.
Hi Douglas,
I too have a professional distance between my students and myself. I solely agree with you that the distance is a must. I have great rapports with my student, and they know that I care about each of them, but there is a line that has been drawn to seperate myself from the student. Students' learning of course is the main focus not buddyship. I have witnessed that some educators want to be their students buddy, and when it is time to get serious, the instructor is not looked upon as an instructor, but as one of the "girls" or "boys" so to speak. The wrong message is definitely transmitted when you are regarded as a "buddy" and not as an "instructor"--the sense of respect for the instructor decreases as well in this type of relationship.
Patricia
Maintaining a professional distance between yourself and your studentsis an absolute essential. This does not mean that you can't have a sense of humor or be a caring instructor. Instructor professionalism keeps students focused of what's important - their learning. They have friends and should not be lulled into a buddyship with the teacher. This is not healthy and sends the wrong message to all involved.
Hello Carl,
Why not demonstrate/discuss all of the things that the students will learn and how useful everything will be. Students want to know on the first class meeting everything they have to look forward to for that particular grading period--these things are your selling points so that students will continue to come back to class. Students appreciate it when they do not have to every assignment for homework.
Patricia
I almost feel like this was written for me exclusively. I have had many of the mentioned issues this year. As a new instructor, I have realized the amount of influence I have on students, also with some, how much they would rather be somewhere else. I fell into the "I want my students to like me" phase, but quickly realized that can not be the case. I try to instruct by experience, by telling them of all the great things to come in their field. I try to make my classes FUN, but making sure they are learning something from it as well. I enjoy teaching much more than I thought I would. I believe I may have found my "calling".
I believe we should always be mindful of what we say to our students and learn from other instructor mistakes. We also need to think before we speak, sometimes we say things too hastily.
I spend a fair portion of each "first class" quietly demonstrating my personal proficiency with the subject matter - generally by demonstrating some of the things that we are going to learn about - and how useful these things will be to each student - usually concluding with a short reading assignment that will help prepare the student for the first lab experiences that will begin the next day. I try to leave a small amount of time for the students to complete that reading before they leave class.
I made the mistake of telling my students that I had never taught this course before, thinking that they would see through any attempts to hide my confusion. They saw it as being stuck with an unqualified instructor. Now if I have to start a new course, I comment that I have taught the subject matter before, but not from the current text, or that it was a few years ago, so please allow me some time to get back up to speed. Of course, I also try to master the subject quickly in order to minimize any apparent confusion that I might otherwise cause.
Linda,
You are right on point! You do not need to be the students' buddy. You are there to serve as their instructor by sharing your knowledge to take the student to a different level. You are not there to win a popularity contest! Respect is earned from leading by example. Once a student loses respect for you, you as the instructor has lost all credibility. It doesn't matter if the student likes you are not (it is nice if the student likes you), but what matters is that the student can learn from you and respects you.
Patricia
Don't try to be the students buddy. You'll end up loosing their respct in the long run.
