As I said in my previous blog post, I love my teaching suggestions, but there are some I would update. One or two of the following suggestions caused some heat among a couple of my friends (nothing too dramatic, of course--they are only suggestions, after all). So I hope my reflection below can help me gain deeper insights into my own ideas--their strengths and, of course, their weaknesses.
A. Suggestion 15: Require students to make and keep at least ONE office appointment, at which students can share concerns they may have about the course. Simply put, I don't entirely like this suggestion anymore, because in many cases, if the teacher is doing her job right, students wouldn't necessarily need to make office visits. And even then, allowing students to make optional office appointments sounds better because it gives more responsibility to the students: if they need to speak to their teachers outside of class, then it's their responsibility to do so. Therefore, at the very least, I would rephrase the suggestion as such: Allow your students to make office appointments. B. Suggestion 18: Move around the class. I overstated the suggestion in my original post. I would re-title the suggestion as such: Be prepared to move about the classroom. Moreover, I dislike my original commentary for Suggestion 18 because, again, it's overstated. I favor this commentary instead: Some teachers teach behind lecterns or behind their desks or next to their lecterns or desks. This can work in many teaching contexts, but not all. Therefore, teachers should consider moving about the classroom, occasionally and strategically, so as to demonstrate confidence and poise. C. Suggestion 24: Assign at least one reflection / meta-cognitive / thought paper. (Parts i and ii.) Let me jump to the chase: I dislike Part ii of Suggestion 24 because it sounds pretentious and conveys little information; hence I would omit Part ii altogether. As for the title of Suggestion 24, I would generalize it, renaming it as such: Give students reflection-based assignments. D. Suggestion 25: "Incentivize" note taking. I like the ethos of the suggestion; in fact, I still like my original commentary for Suggestion 25. But since students already know--or should know--the value of effective note taking, rewarding them for taking notes may seem patronizing, especially to upper-level students. Therefore, my suggestion may be more applicable for introductory courses, but in any case, rewarding note takers could work for all students if handled appropriately. For example, teachers could assign note taking portfolios, which could be worth massive points. This was the case in my introductory algebra class in college: I compiled all my notes, homework assignments, and tests into a single organized binder, which my teacher graded. Preparing my portfolio helped me learn the material , and it helped me earn an A in the class. Hence I would change the title of Suggestion 25 as such: Reward note taking when appropriate. E. Suggestion 29: Try (really try) to create your own assignments and assessments. I like the ethos of this suggestion, too; however, I, along with a couple of my friends, dislike the commentary. I especially dislike the second paragraph, which starts, "Granted, a teacher might find [...]": in its entirely, it's pretentious, it's presumptuous, and it's mean-spirited. I would keep the title of Suggestion 29, but I would omit the first two paragraphs (at least the second one) and revise the third paragraph as such: If teachers want to borrow assignments and assessments from outside resources, then great. At the very least, teachers should make assignments and assessments workable. For instance, if a teacher loves an assignment prompt she found at the back of a textbook, but dislikes certain parts of the prompt, then the teacher could choose a different prompt or change it. Regardless, here's the takeaway: Assignments and assessments should ultimately serve the students and not the textbooks, Web sites, etc. they may have come from.
0 Comments
I love my teaching suggestions--some better than others, as you will find out in my next blog post--but I managed to list my favorites. None of them are unique. In fact, all of them, I'd like to think, are self-explanatory. But I'll post them here anyway, along with some corresponding insights.
A. Suggestions 1 & 3 (I treat them as one suggestion now): Create and post assignment sheets, rubrics, and objective sheets. I hate when teachers refuse to create and post assignment sheets and rubrics, because when I was a student, I wanted to know what my teachers wanted me to do and on what criteria they would use to grade me. Hard copies of their expectations and grading criteria took the guesswork out of completing assignments, ultimately allowing me to focus on my work more easily. Moreover, I love when teachers create and post objective sheets. For instance, a former teacher of mine gave out objective sheets for every chapter I had to learn, and since the teacher used direct instruction and the Socratic method heavily (especially the former), using the objective sheets to direct and gauge my learning helped me flourish even more as a student. (Please note: In some circumstances, relying on assignment sheets, rubrics, or objective sheets may be counterproductive. In that case, teachers shouldn't use them, but with just cause.) B. Suggestion 2: Employ stories. I love to write stories, so this suggestion is a given. And besides, research shows that we humans are biochemically engineered to appreciate and learn from stories. So why not teach with storytelling in mind? C. Suggestion 6: Discuss the assigned readings in full. I could've saved so much time in college not reading most of the assigned readings for class--and if I sound callous saying that, apologies. Still, some of my former teachers did not discuss their own assignments in full, which confused me because I used to spend so many hours explicating so many articles and books just to have certain teachers summarize or barely review the material during class, usually via PowerPoint. I wanted to ask those teachers if they could assign shorter readings and corresponding reading objectives (some of my other teachers did that already). But I stayed mostly silent because some of my teachers didn't want student-based feedback. Which brings me to my next favorite suggestion... D. Suggestion 27: Be receptive to suggestions offered by students. I like this suggestion, too, because it seems that everyone--teacher or not--dislikes what is sometimes a coded synonym for suggestions--that is, criticism or critiques. I myself dislike receiving critiques, especially those that are subtly pompous, explicitly misguided, or both. But some critiques have benefited me a great deal, helping me grow as a critical thinker. So, if I can learn from others, what's stopping some teachers from learning from their own students? Hmm... Lastly: E. Suggestion 31: Keep your ego at bay. Gross egotism, I'd guess, are byproducts of gross ignorance and gross arrogance. Therefore, keeping your ego at bay--teacher or not--can help you keep your priorities straight. An example: An estranged acquaintance of mine once called me out for being ignorant and arrogant, which caused me to feel gravely insecure about my own self-worth. Even though I don't think I did anything blatantly ignorant and arrogant around my acquaintance, I still feel inclined to say this to myself: I apologize for any recklessly conceited behavior I might have committed, and I apologize for letting my acquaintance get to me. To be ignorant simply means "to lack information," while arrogance, as researcher Amy Cuddy asserts, "is nothing more than a smokescreen for insecurity." I don't know everything, and even before my acquaintance called me out, I was an already-insecure person. Therefore, whatever I said or did is on me, and keeping an eye on my ego, in part, has helped me become a more self-possessed, honest person. Next week or so I hope to post a basic critical review of my teaching suggestions. Specifically, in a reflection post, I hope to remark on the teaching suggestions I like and the ones I no longer agree with entirely. The last four suggestions are below, though I am hesitant to include them on my blog: some of my Facebook friends disliked them. Regardless, before I talk about them in my future reflection post--and I will talk about them then--I'll leave them here with you.
(P.S. Thinking about that reflection post has led me to remember the teaching PowerPoint I co-created for a class project. A teammate and I had to give a three-hour PowerPoint presentation on effective teaching. I already posted the PowerPoint on my Web site, but I'll leave it HERE just in case you wish to give it a gander.) 29. Try (really try) to create your own assignments and assessments. A while ago a friend of mine told me that a former professor of his once "borrowed" a test from a website and gave the test out to the whole class (the test covered a book they just finished). The result: the class bombed the test. Why? Because the professor didn't adjust the test to accommodate the objectives he assigned his class to reach in preparation for the test itself. Granted, a teacher might find an amazing writing prompt online or in a textbook and use that instead of creating a prompt from scratch. That's all right. But I care more about priorities rather than a teacher's "good finds"; that is, teachers should, ideally, invent assignments and assessments with some or no aid from outside resources. This might sound impractical, so hear me out. Ultimately, who creates the class objectives? Probably the teacher. Who chooses the textbook that the students should buy? Probably the teacher. Who gives out the assignments and assessments? Probably the teacher. See the pattern? Well, the assignments and assessments should correspond to the objectives (and vice versa). If not, what's the point in "cutting corners" and selecting already made assignments and assessments that do not entirely reflect or adequately capture the aims of the teacher and, by extension, the class as a whole? At the very least, teachers should make assignments and assessments workable. For instance, if a teacher loves an assignment prompt found at the back of a textbook, but dislikes certain parts of the prompt, then what should the teacher do? Of course the teacher has lots of options, but if the teacher does NOT want to do away with the prompt, then the teacher should consider adjusting the prompt, mercilessly picking parts that will serve his or her students. 30. Dress appropriately. You wouldn't wear black to a wedding--unless you are a spiteful family member, a member of the Addams family, or both. But even then . . . The point is, every outfit means something depending on the context in which its worn--or not worn, for that matter. Teachers should wear clothes that represent who they are (notwithstanding any school rules that may contradict this suggestion). NOTE: I will NOT presume to enter the political dimension of the argument here. However, in general, If a teacher wants to wear purple chinos, or a black suit, or a lime green sundress to work, the teacher has my approval (the teacher doesn't even need my approval!). Likewise, if a teacher wants to wear a hijab, a cross, or a kippah to work, who am I to disapprove? In the same vein, if I wish to celebrate my homosexuality by wearing a gay pride T-shirt to class (if I were still in school, that is), then be gone, haters! This is who I am. If you wish to send "a message" by wearing black to a wedding--or any other seemingly mismatched place--do so with a justification. Until then, teachers--nay, everyone--should dress appropriately. 31. Keep your ego at bay. In the classroom, students want teachers who demonstrate aplomb--those who explain, encourage, enlighten. And not those who exemplify bloated egotism--those who pontificate, ramble indiscriminately, and proselytize. Needless to say, teachers should NOT do what I just listed. But you know what? Many still do. For example, an acquaintance of mine once told me that she had a high school teacher who discriminated against her for being Catholic. Notwithstanding those more reprehensible types, the teachers I want to focus on spend more time stalling the class with their own opinions and dominating viewpoints. For example, teachers should NOT tell rambling or tangential stories or facts simply because they know lots of "interesting stuff," like the types of buttons worn by French gigolos in the mid-1970s. (Admittedly, I want to know what types of buttons they wore, but if I were in a chemistry class trying to memorize the atomic number for gold, then no, maybe later.) We students get it. You, the teacher, are smart. Have loads of brilliant ideas and know lots of trivia. But again, we get it. Don't pontificate, ramble indiscriminately, or proselytize. Don't be a pundit or a converter. Be a teacher--and move on. 32. Describe or show what your assessments look like. If the test will be all multiple choice questions, the teacher should say that to the students. Likewise, if the test will have an array of multiple choice questions, true or false questions, matching questions, and short response questions, the teacher should say that to the students too. You wouldn't expect someone to go to a job interview with no insight about the position, right? Similarly, explaining what will be on the test and how the test is designed will help students study the right way. If you haven't read my earlier posts, please do so. Thank you!
25. "Incentivize" note taking. If effective note taking and studying are essential to pass a given class (which is often the case), then teachers might consider rewarding those who take excellent notes. Remember: rewarding good behavior is usually the best way to reinforce a desired behavior. Therefore, teachers could reward excellent note takers with candy, extra credit, participation points, or any other appropriate gift. In comparison, employers sometimes reward excellent or dedicated workers with bonuses and raises. Why can't a similar rewarding system be used at school? 26. Invite guest speakers to discuss topics relevant to the course. In college, some of my professors invited guest speakers to discuss empowering, controversial topics. But typically after the guest lectures, the material from the lectures no longer felt "important," because the information was barely, if ever, mentioned again. So, to correct this, teachers should make guest lectures worthwhile by introducing guest speakers at least a day or two prior to their arrival; explain the significance of the guest speakers, as they apply to the objectives of the course; and put at least some of the information from the guest lectures on upcoming assessments. The aim: to make the information not only seem important, but BE important. And worth internalizing. 27. Be receptive to suggestions offered by students. Several years ago I took a college class in which I was expected to write several mini essays back-to-back-to-back-to-back. (And back.) Bored by the idea of having to write so many essays, I asked my teacher if I could write faux textbook chapters instead. I told her I would employ colorful headings, pictures, swaths of information from my classroom notes, and fun review questions in my faux chapters. I didn't think my teacher would agree, but she did. And so I wrote the faux chapters. It was hard work, but it was fun--and it helped me learn . . . The moral: teachers should consider their students' suggestions. Teachers can (and sometimes should) reject their students' suggestions, but learning is a two-way street. A teacher may learn something so fascinating from a student's suggestion, that the teacher would be foolish not to see where the suggestion leads. Maybe somewhere great. 28. Take advantage of textbooks. This suggestion applies to both teacher and student, but I'll discuss the former in greater depth here. Teachers should get their money's worth when it comes to employing textbooks; likewise, students want to buy textbooks they'll use regularly. For example, in one of my old college classes, my teacher had us buy a $200+ textbook, but we referred to it only once or twice. In another class, a different teacher had us buy a $100+ textbook, but we used it ONLY to solve the math problems at the end of SOME chapters. The moral: teachers should use textbooks more judiciously. If not, why should they waste their time and money getting an entire textbook when they could, for instance, teach more "cheaply"--e.g., scan and save readings as PDFs and upload them for easy access. Please note: textbooks should NEVER replace the role of the teacher. Moreover, teachers should feel disinclined to teach their chosen textbooks as the authors might have intended. It is the teachers' classes, not the authors', after all. If you haven't read my previous suggestions, please do so. Thank you, thank you!
21. Make sure every student is paying attention. Many teachers I've encountered dislike confrontation (I myself dislike confrontation). But if students are talking during a lecture, or texting their "baes" in the middle of class, or watching funny Youtube videos while their fellow classmates are giving presentations, or emailing friends when they should be reading an article in small groups, or doing any other "distracting" act, then teachers should "confront" them. Teachers, for example, could sternly, but politely, remind the distracted students to pay attention. Teachers could give out a certain number of warnings before introducing punishments. At work, employees are expected to pay attention to whatever it is they are supposed to be doing, and if they don't, their superiors usually give out warnings (notwithstanding terminations). Likewise, teachers should be "the good bosses" (aka, leaders) of the group and hold everyone accountable. 22. Encourage students to help other students learn. Teachers, I fear, sometimes assign group presentations simply because group presentations are "nice things" (whatever that means). But having students teach other students does carry a tremendous amount of merit--if done right. For example, before math class, I used to help other classmates with their homework. Instead of giving them the answers, I explained which formulas I used and why, showed them how to solve the problems using the blackboard, and told them to solve other related problems by TEACHING ME how to solve them. I asked them questions to scaffold their understanding and praised them whenever they answered the questions correctly. Granted, my teacher did not ask me to help my fellow classmates (she wasn't even there). But in other scenarios, teachers could break classes into small or large groups and allow the students to teach one another. (Needless to say, students should have at least a decent understanding of the material before they start teaching others.) To that end, the Jigsaw classroom approach can be beneficial. 23. Encourage students to study in ways that help THEM learn. For instance, teachers could offer a variety of study tips that appeal to different types of learners. "If you learn best with pictures," one teacher may say, "then use a whole gallery of pictures to help you understand the material!" Crude, but often effective. 24. Assign at least one reflection / metagcognitive / thought paper. (Parts i and ii.) i. Teachers should give students ample opportunities to become better reflective, critical thinkers, and one of the best ways to do this is by assigning them reflection papers. For example, teachers could assign end-of-the-semester reflection papers, which require students to answer several questions designed to stimulate metacogntive thinking. Questions such as, "What did you know coming in / coming out of the course?" & "How did you reach or accomplish the holistic class objectives?" Also, an alternative to general reflection papers is the thought paper, in which students write about anything they wish, so long as it satisfies the word count and expresses clear, focused, reflective rationale. For example, for Composition 101, teachers might assign thought papers to gauge their students' initial reflective and writing skills. For more specialized courses, such as Environmental Science, teachers could assign more specific types of thought papers, such as those with the following key requirements: must be exactly 5 pages long, must discuss any topic pertinent to the study of environmental science, and must connect that topic to some aspect of your life. Which brings me to Part ii. ii. Other than playing fun games or breather activities to "decompress" the brain, one of the best ways to make learning stick involves drawing a metacognitive nexus between one's existing thought patterns (or schemata) and arriving information. In other words, people tend to memorize information better if they relate the information to what they already know or if they--and this is harder--modify what they already know to allow the new information to integrate itself in the mind's long-term memory. Reflection-based assignments can allow students to connect their own thought patterns to the material, thus giving them another means to internalize information that they need to know in order to pass the class. If you haven't read my previous suggestions, please consider reading my previous posts. Thanks!
16. Avoid giving quizzes near the end of class. I had a teacher who gave out quizzes five minutes before the end of the period, and because certain students were slower quiz takers than others, some of the class had to stay after to finish. Which induced unnecessary stress and probably caused at least one or two students to arrive late to their next class. If quizzes must be used, teachers should give them at the beginning of class. 17. Make earning A's possible. Some teachers do NOT believe in giving students A's or A-pluses, at least. Why? Well, because students can always do better, they argue, and "handing out" A's would make students complacent in their learning. One word: poppycock. Consider this: if a rubric's grading system shows 10 possible points can be earned for a project worth that same amount (totaling 10/10), then an A-plus should be possible, not impossible. If not, teachers should articulate the "no A" rule in front of the whole class, in the syllabus, on every assignment sheet (if applicable), and on every rubric (if applicable). Better yet, teachers should make earning A's possible. Avoid the hassle. And move on. 18. Move around the class. Certain teachers "hide" behind lecterns, or remain seated behind their desks, or linger a foot away from the lecterns or desks--and then teach. Static or stationary. Some or even no gestures to highlight key information. Again, static. Stationary. Stilted. Boring . . . Granted, teachers do NOT have to take laps around the class, or saunter among the tables like forest rangers at Yellowstone, or pace back and forth and back and forth in front of the class. But moving about (occasionally and strategically) can demonstrate confidence and poise, that the teacher wants to connect with students. 19. Wait at least 5 seconds before calling on students. Studies reveal that most teachers wait only a second or two before calling on students. Waiting at least five seconds, however, gives students more time to formulate responses and discover gaps in their own comprehension. 20. Post class updates on the class website. Time and time and time again students ask, "Wait! Did the teacher change something on the course calendar? If so, what's due tomorrow?" To avoid such panic, teachers should discuss all class changes to the class (in person!) and electronically post such changes for easy access. In fact, keeping a "public" record of the updates will hold everyone accountable to the updates themselves. If you haven't read my other teaching suggestions, please give my previous posts a gander. Thanks!
12. Try (really try) to give 5-minute classroom breaks for every 30 minutes of teaching time. Studies show that students tend to learn more within the first 30 minutes of class. Why? Well, because the mind can only focus on and process and store incoming information for so long. And because of this, on average, students should study for 30 minutes, walk away for 5 minutes to let the brain "decompress," then return to studying for another 30 minutes or so. Otherwise, studying--let alone expecting students to memorize information after a nonstop lecture (more than 30 minutes long)--reaps no rewards. Except frustration. And bad grades. 13. Try (really try) to reserve at least 5 minutes after class to talk to students who need to speak to you. I've had teachers who were sometimes the first to leave the room after class. (And sometimes they were the first to arrive late to class!) Reserving extra time after class to speak to students (notwithstanding office hours) will give students one dominate impression: the teacher truly cares about us. 14. Accommodate students when serious events preclude them from attending class. Most teachers I've had are more than understanding when students from athletic teams are unable to come to class because of the "big game." After all, those students are representing the school. However, it does surprise me that certain teachers are less understanding when students can't come to class for other serious reasons--specifically, for funerals. A family member of mine once told one of her former professors that she would miss a test because of her grandmother's funeral, and she asked if she could take the test on a different day. (The "test" might've been a group presentation, but that doesn't matter.) You'd think the professor would've accommodated her, but instead, the professor remarked, in essence, "There are no excuses for missing my class. Heck, I didn't kill your grandmother." Yes, yes, yes, yes, yes. Let that sink in. A professor said that. To a student, one of my family members. Whose grandmother just died. Of cancer, by the way. Where was the sympathy, the compassion? It must've eluded the professor . . . So. The moral? Teachers should accommodate students under special circumstances because that's the right thing to do. 15. Require students to make and keep at least ONE office appointment, at which students can share concerns they may have about the course. The meeting could be worth a substantial portion of the students' grades; that way, students wouldn't easily brush off the meetings, which could last up to five or ten minutes, depending on the questions the students ask. In fact, teachers could ask students to come with questions already prepared. The meetings would help students establish stronger bonds with their teachers and vice versa. (Students sometimes drop classes not because of the class subjects--math, science, religion--but because of the [negative] impressions the teachers give off.) If you haven't read my earlier suggestions, please read my earlier posts. (Note: Since putting my suggestions on Facebook initially, I have not revised or edited them. So...enjoy!)
9. Know the general skill level and general background of your students. (Parts i and ii.) i. What does this entail? Well, teachers should take a lesson from the British teacher from *The King and I*: teachers should start "getting to know you [aka, their students]" better. Their students' names, interests, passions. (Understandingly, in giant lecture hall-style classrooms, where 40+ students attend, teachers may not be able to know a lot about all their students' backgrounds. But I digress.) Teachers are NOT teaching the quadratic equation or the significance of 19th century Russian literature to automatons, but rather to human beings, who, just like the teachers themselves, come to class with varying skill levels and backgrounds. (The former is especially true in introductory courses.) By getting to know their students, teachers find it easier to create a nexus between the lessons and the students' personal lives. Because, let's face it, human beings are selfish creatures. So to appeal to that, teachers should behave selflessly enough to make their lessons more compatible with the ways their students learn. ii. When talking to or listening to their students, teachers should maintain eye contact and speak with an engaging voice (that is, no monotone). This one sounds awfully straightforward. But it isn't. I once had a professor who rarely looked me in the eye whenever I participated, and she always addressed me with a monotone voice. She would, however, almost always smile at and speak with a friendly lilt to the students she personally liked better. (Do certain teachers behave differently, if not poorly, around certain students, even the kind ones? One word: YES!) Whenever my teacher treated me like that (the teacher was kind in her own way, just to be clear), I felt "less-than" and sometimes felt disengaged from the classroom discussions, as if my opinion didn't matter. In short, through oral and verbal communication, teachers should make everyone feel important. Body language sometimes expresses a lot more than words alone. 10. Give students opportunities to revise and resubmit assignments. If teachers want students to become reflective thinkers, teachers might designate some essay assignments as "graded re-dos"; that is, graded essays that students could revise and resubmit to get better grades. First, students would read their teachers' critiques (filled-out rubrics); then they would move on to revise and resubmit the assignment(s). Moreover, graded re-dos could replace simple extra credit assignments. 11. Use a variety of teaching methods, consistently. Direct instruction, with short videos and visually engaging PowerPoints (to learn more about how to create better PowerPoints, refer to <https://www.youtube.com/watch?v=Iwpi1Lm6dFo>). The Socratic method, with a profusion of questions and detailed explanations from the teacher and students. Jigsaw classrooms, with students teaching other students. And so forth. If you haven't read my other suggestions, check out my earlier posts at the bottom of the page.
6. Discuss the assigned reading in full. For instance, teachers should NOT assign a 50-page reading but spend only 5 minutes talking about it on the day the reading is due. Students, like teachers, juggle many responsibilities--personal, academic, and so forth. Hence teachers should NOT make life harder for students by assigning them "lots of amazing literature" just because the literature is informative. The literature must fit with the flow and demands of the class--not the other way around. 7. Create games to appraise student learning and growth. Jeopardy! matches on review days can be fun and informative. In addition, teachers could ask students to write and bring to class their own review questions, which teachers could then add to the review games or to the assessments themselves. 8. Call on everyone. Most of the classes I've taken have been separated into 2 general categories of students, the SuperStars and the Floaters. SuperStars almost always show up to class on time (usually early) and dominate most, if not all, classroom discussions. Floaters, on the other hand, sometimes arrive late but usually NEVER participate. Please note: the division is NOT based on intelligence, but rather on the level and type of contributions they express during class. For instance, when classroom dynamics allow the same 3-4 people to participate in a class of 25+, teachers condition the Floaters to remain (mostly) silent, but encourage the SuperStars to participate by a large, disproportionate degree. Side note: I understand why teachers do NOT want to call on students with extreme social anxiety or some other condition that inhibits their ability to communicate in front of groups (I'm not entirely unsympathetic). However, teachers, as a general rule, should call on everyone at least once or twice a week (ideally once every day) so as to make student attendance worthwhile. Finally, to quote Professor William Jablonsky: "Ask for more of your students than you are likely to get, because some will surprise you." Before I passed Educational Psychology at Northeast Iowa Community College (NICC), one of my favorite teachers, Gerarda Lahey-Keppler, gave me a document entitled "Ten Commandments of Teaching," which, as the title suggests, outlines ten teaching "commandments." Practical and empowering, these suggestions, in part, comforted me during my transfer from NICC to Loras College. And now I wish to present Mrs. Lahey-Keppler's Commandments here (abridged). Enjoy!
1. You Shall Not Think You Are a God. Not even a close second. You have the same human value as your students--you just have a bigger desk. One of the ways to earn respect is to accept that you don't know everything. So always work toward knowing more and accept that you do make mistakes. 2. You Shall Not Attempt To Steal Your Students' Dignity. In all your interactions with students, they should never be encouraged to walk away feeling less about themselves. They may learn about behaviors they need to correct, greater efforts they must make, but never should their "person" be injured by your words or actions. Leave no stone unturned, no child untouched. 3. You Shall Have a Sense of Humor. The ability to laugh at yourself and with others is a great characteristic to foster in yourself and your students. "A student learns three to four times faster in the presence of joy" (Skinner). Cardinal rule: Never laugh at a student. 4. You Shall Show Compassion and Fairness. The best way to enter the minds of students is to first enter their hearts. When you touch them personally, they will grow academically. And while life isn't fair, never contribute to their knowledge of this by treating them poorly. 5. Remember To Keep Holy All That You Loved in a Teacher. Remember what is was like to be a student. Take the best of each teacher you've had and incorporate those characteristics in your teaching. 6. You Shall Not Kill a Student. Just don't do it. In addition to not killing their physical being, don't kill their spirit, enthusiasm, or desire to dream. 7. You Shall Love What You Are Doing. Or you don't love to teach, rekindle that love; if not, do something else. Life is too short for you not to be happy, and your students deserve a teacher who does appreciate the amazing honor of teaching. 8. Remember To Keep High Your Expectations of Your Students. Be firm in your expectations, and while showing compassion for them as individuals, don't let them make excuses that keep them from taking responsibility for their lives and their learning. 9. You Shall Wear Comfortable Shoes and Loose Underwear. Besides wearing comfortable garb, learn to be comfortable in your own skin. Let your students know who you are and don't pretend to be something you're not--this will invite your students to reveal their real selves to you. 10. Honor Yourself. Live up to your expectations, do what you feel in your heart is right, listen to your needs, praise your efforts, forgive your mistakes, embrace your humanness, and encourage yourself to grow. While you are not a god, you are a beautiful human being. See the magic and worth that exists in you, and you, by your example, will teach your students that they, too, have magic--the most valuable lesson of all! |