April 18, 2012

Teaching with Confidence: Advice for New Faculty

By: in Teaching Professor Blog

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In the now classic article Confidence in the Classroom: Ten Maxims for New Teachers, author Jim Eison offers priceless advice for new teachers. Over the years, I have given hundreds of copies of this article to new and not-so-new faculty. Even though it was published more than 20 years ago, it still deserves a place in your collection of indispensible articles on college teaching.

The type of confidence Jim outlined in the article is not to be confused with arrogance—that overbearing pride that finds expression in classrooms where how much the teacher knows is regularly displayed and compared with how little the students know. Those overbearing types are not likely to be reading a blog like this so that’s not what’s on tap today.

We all know that effective teachers teach with confidence, but what makes Jim’s article so great is that he identifies the sources of that confidence. It starts with a clear-eyed examination of why you teach. For the money? Not likely, and not a sustaining reason. For the glory? Not likely. How many rich and famous college teachers do you know? For the students? Now there’s a more promising possibility. Because the future depends on people knowing what you teach? Another possibility with potential. There will be different reasons but they must be ones that energize the intellectual, emotional and physical demands of teaching. Teachers of any age will enter the class with confidence and poise if they are there for important reasons. It’s good to regularly revisit yours.

You teach with confidence when you know the ingredients and components of effective instruction—when you know what good teachers do. Good teaching is not a mystery; it isn’t a gift. It’s comprised of acquirable skills—meaning you can learn what the skills are and work to develop them. Research starting in the 30s has identified the ingredients or components of effective instruction with remarkable consistency. Jim’s article offers a neat summary of three: speak actively (be expressive and enthusiastic), teach actively (engage students, let your teaching be about their learning), and care actively (be concerned about your students; their lives and learning).

You teach with confidence when you are prepared—when you go to a course or a specific class with explicit goals in mind. You know what you want to accomplish and you’ve planned how that will happen. That doesn’t mean that you’re inflexibly married to the plan for the day. There should be digressions and unplanned opportunities for learning, but after they happen they can be folded into your larger course plan. Being prepared isn’t about perfection. Good teachers hold themselves to high, but achievable standards. You teach with confidence when you know you’ve done your homework, when you’ve prepared as intensely as you hope your students have. But you teach realistically; teachers tend to prepare more intensely than students.

You teach with confidence when you listen to what students have to say about your teaching and their learning. You aren’t making assumptions about what they know, you aren’t pontificating about what they should know, you are dealing with what they do know and building onto that what they need to know. Listening to students is not more important than listening to yourself. Confidence grows when you understand what’s happening in class. You and students both have a legitimate perspective on that. They can recommend changes; you decide whether they should be made. They can observe things about your teaching you may not see; you decide whether changing would make it easier for them to learn.

Teaching without confidence isn’t much fun. Things you don’t expect happen and you can’t explain why. That erodes your confidence further. Jim’s first maxim offers an old but effective remedy. If you want to feel confident, act confident. Yes, it’s an act. Yes, you aren’t really confident, but when you look and act like you are, guess what? Students start treating you as if you were and once that happens, guess what? You start feeling confident, start believing that you have reasons to be. Before you decide that couldn’t possibly work, give it a try.

Reference: Eison, J (1990). Confidence in the classroom: Ten maxims for new teachers. College Teaching, 38 (1), 21-25.

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Comments

Rocio Rosado | April 18, 2012

It may come more naturally to some than others but I agree that you can always learn and improve your teaching! We need to continuously work and and search for new things and ideas that might help us in the classroom.

Karen | April 20, 2012

Great article. Just keeping the classroom alive and moving is a big asset in teaching with confidence it seems to me. Interacting with the students, getting them excited about the subject, showing where it impacts their lives and being aware of what we do not know takes us all to a better level of instruction. Adapting the use of technology into today's classroom also helps with the confidence goal. Thanks for the article post.

@DrBruceJ | April 20, 2012

Hello Dr. Weimer:

Thank you for sharing this resource.

I agree that the underlying principle of confidence is still relevant.

Would this also be a transferrable quality to online classroom facilitation? It seems that my confidence as an online instructor would be evident in my facilitation style and virtual presence. Would you agree?

Dr. J

John Wander | April 22, 2012

pity there's no llnk to article

Yvonne Ho | April 25, 2012

"Good teachers do not pontificate. Good teachers do not show students how little they know and how much the teacher knows" This is a very Western/American concept of teaching. In Asian countries, teachers are expected to pontificate and are expected to show the students 'how little they know' because that is the expected role of the teacher since teachers in Asian countries are seen as authority figures like parents, doctors or lawyers. Students are expected to obey and absorb like blank sponges whatever the teacher teaches. Teachers are expected to give a lecture and students are expected to take notes, memorize the information for a test. When I taught for an Asian after school, I was told that I had to give a lecture every day and I was told that I was the one who would do all the talking. This went against my usual more Western style of teaching but I guess different cultures have different ways of learning.

Dr.M. Youssef | September 10, 2012

Down with the podium. That is my Motto. I jump around in the classroom, sit next to students in the back row, while lecturing, tell them how cute is their cell phone, ask them question at random, ignore the power point, tell them that it is all here (pointing to my head0 and that the best source for the knowledge they need, comes from my vocal cords and theirs (if directed to me). Great article. Thank you.

Trinti | August 23, 2013

Teach in natural way. just try to be your self and express that what you know.

thenoisearmory | March 17, 2014

"compromised" of acquirable skills? there goes the author's credibility :)

shahiraa | August 4, 2014

I agree that planning & prepping in advance for the class makes all the difference. The better prepare you are, the more confident you will be…

Lalitha Chacko | September 1, 2014

I would like to point out here that teaching in Asian countries has changed a whole lot. They can no longer show off their knowledge to their students because quite frankly children know a whole lot more than their teachers. They are better travelled, have parents who are well informed and to top it, have access to the best digital learning tools available. Teachers have to plan their classes well in advance. Winging it is no longer an option.


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  1. Teachers need to be confident (insert exclamation mark here) | Instrucktional Journey

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