Last post on entitlement (I promise, at least for a while), but Dave Porter’s comment to the recent post on responding to entitlement identified something I’ve been thinking about but hadn’t clearly recognized—teacher entitlement. He writes that in his nearly 40 years in the classroom he’s “seen more instances of teacher ‘entitlement’ than student entitlement.” He continues, “I think clarity, mutual respect, and reciprocity have a great deal to do with the expectations teachers and students have of one another. As teachers, we create the game; it’s seems a little disingenuous to blame our students for playing it.”
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reflections on teaching
Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or electronic exchanges. Interesting, isn’t it, how much pedagogical information is passed on and around in these very informal ways.
I like how blogging lets us stir up ideas, watch them simmer, and taste the results.
I’ll start this mix of ideas with Amy Mulnix’s insight that teachers approach learning about teaching much like students approach learning course content. Examples: students think ability matters more than effort and teachers think teaching is a gift that is given more than a skill that can and should be developed; students want easy answers and teachers want techniques that work right the first time; and both share the fear of failure. Is this a comparison from which we might learn something?
Every teacher has strengths and weaknesses. Have you ever tried to list yours? Doing so is a worthwhile activity. I’d recommend doing it in private with a favorite libation—only one, because there is a need to be thoughtful and honest.
I’m still thinking about mid-career issues, and I’m wondering whether by the time we reach the middle of our careers, we can’t confront our weaknesses with a bit more maturity.
I have been wanting to do a blog post on tired teaching for some time now. Concerns about burnout are what’s motivating me. Teachers can reach a place where teaching does nothing for them or their students. They don’t just wake up one morning and find themselves burned out; they’ve moved there gradually, and it’s a journey that often starts with tired teaching.
As a follow-up to last week’s post, here’s a final bit from my rummaging around old favorites in my personal library of teaching and learning resources.
The insights come from Roy Starling’s great piece in which he recounts his experiences of being released from his teaching responsibilities to take a full load of courses with a small group of undergraduates. It radically changed his teaching, as it did Marshall Gregory’s when he enrolled in an undergraduate acting class, and as it did mine when I took a non-major’s chemistry course with 20 first-semester students. Most faculty do not have time to take courses or they’re at institutions without programs that support these experiences. However, even short visits to a colleague’s class and experiencing it as a student (not a peer reviewer) yields insights about teaching and motivates change.
One of my New Year’s resolutions was to reread some of my favorite teaching and learning resources, especially those I haven’t looked at in a while. I’m enjoying these revisits and decided to share some random quotes with timeless insights.
Another year, another collection of posts and comments. Another time to say thank you for your faithful readership and express grateful appreciation to Faculty Focus’ extraordinary editor, Mary Bart.
Our lives are busy, full, and boisterous. We get a sense of that when the semester ends. Oh, there’s plenty going on at home, especially this time of year, but at work it’s quiet. Classes are done, and there are only a few students left scurrying around campus. Yes, there’s grading, but that now gets done without many interruptions. For a while we relish the quiet. The sidewalks aren’t crowded. Coffee can be had in the student center without a wait. We have the library to ourselves. But then the silence turns to emptiness. What is a campus without students?
We’re at that time of the academic year when the daily details begin to pile up. Teach a class, grade assignments, schedule advisees, and prep for tomorrow. It may not feel like a grind just yet, but it does require lots of focused energy, which makes this a perfect time for a quick reflection on why we teach. For some, teaching is just a job; it’s a paycheck necessity. But for readers of a blog on teaching and learning, I’m pretty sure we’re in it for something more than the bucks, which tend to be pretty modest anyway.
It all started 56 years ago with a brown paper sack. This no-frills carrier contained a stash of glue, crayons, scissors, and strips of construction paper. These were my teaching tools. According to my mother, I carried this sack with me everywhere. Naturally drawn to showing and explaining things, I later graduated to using a small chalkboard. When our cat had kittens, they became my pupils, though admittedly they were less attentive than my stuffed animals.