But What If I Feel Like a Fraud?

The topic of the authentic teaching self is a tricky one, especially for those not so far removed from undergrad themselves. This concept of balance–professionalism vs. humanity–stares me in the face every time I walk into the class room. I’m almost a decade older than these students though I like to think that it’s not that visible yet. I like to think that they can’t tell the difference between 23 and 26, so in their minds, I’m not too far ahead of them in years. They know I’m “younger” than some, but I also want them to respect me. Like Shelli Fowler states in her handout, “The Authentic Teaching Self and Communication Skills,” “…As the teacher you are never on a completely equal level with the students, even as you recognize that your students can be both learners/teachers in various moments, and even as your recognize that you can be a teacher/learner” (1).  So again here’s this question of balance: I’m not their equal, but I’m not on a pedestal either.

Like I said, I’ve struggled with this concept a lot. Last fall as GTAs, we were told that it’s a good idea to have a clear boundary with your students. Don’t treat them too much as friends because that opens the door for them to take advantage of you. You know, like that If You Give A Mouse a Cookie-kind-of-story? Last semester, I was super professional with my students, and it worked out very well. They didn’t know that much about me. My professional self was the self the students saw. But even at the beginning of this semester and especially after reading this, I know my authentic self was not as apparent last semester. But then again, I’m generally reserved and quiet with those I don’t know, so coming into the classroom with flashing light shows and vivid personal conversation is definitely not my authentic self. I’m truly trying to navigate the authentic self this semester, figuring out how to be more personal and involved with my students while keeping myself as an authority figure.

But then another problem arises. How can I present myself as an authority figure if I feel like a fraud? Sarah Deel said pretty much everything I feel. As I was reading through “Finding My Teaching Voice, ” I felt so relieved that I wasn’t alone in this situation. While I wasn’t entirely thrown into my classroom, I do feel underprepared, inadequate. I, too, am required to teach papers that I either haven’t written in a almost a decade or have never written at all. I have this overwhelming fear that my students are bored out of their minds and aren’t learning anything or, even worse, that they know I’m a joke. This is that little voice inside my head that likes to tell me that I have no idea what I’m doing. I listen to it a lot because it’s loud. But sometimes that voice of reason finds a way to get a word in edgewise and tells me that I do have a little bit of an idea of what I’m doing and that experience will teach me more.

Aye, there’s the rub. Experience and self-questioning are what I feel is key in both the articles of Deel and Fowler–these writings go together very well. Deel seems to have found her authentic self through semesters of teaching; I don’t think it’s something we know right away. She found what worked for her even if it wasn’t exactly cool or flashy. What mattered was her pedagogy and engaging students, and she found a way to embody that in the classroom. Fowler’s handout gives pertinent questions for me to ask myself to help me “find myself” in the place that is the classroom. The classroom is just as much a learning place for me as it is for my students. What I’ve found out is what I’ll  be trying to implicate more this semester. I’m happy that I already have begun to do so. Being real,  intentionally disclosing appropriate personal information to my students, connecting with them makes them more comfortable with me and probably gives them a more favorable impression of the course. Also, if I’m trying to teach my students not to be automaton thinkers and writers, I shouldn’t be an automaton instructor who shows up to perform the job and appears to have no personality. That’s the worst. I don’t think I was quite like that before (I desperately hope not), but I am working to have more conversations with my students and let me be me.

 


Works Cited:

Deel, Sarah E. “Finding My Teaching Voice.” cte.virginia.edu/wp-content/uploads/2014/02/Deel.pdf. Accessed 1 October 2017.

Fowler, Shelli. “The Authentic Teaching Self and Communication Skills.” mynelson.net/grad5114F15/wp-content/uploads/2015/08/The-Authentic-Teaching-Self-and-Communication-Skills.pdf. Accessed 1 October 2017.

 

 

 

4 Comments

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4 Responses to But What If I Feel Like a Fraud?

  1. I think that everyone early on in their teaching careers asks the same question. I find it difficult sometimes bridging the gap between being the instructor but also wanting to be approachable at the same time. I think you also hit the nail on the head by saying finding our authentic voice isn’t something that comes to you overnight. Its something that you develop over time.

  2. Sneha Upadhyaya

    “The classroom is just as much a learning place for me as it is for my students.”
    What a nice statement you have made! There is so much we can learn from our own experiences, however the key is willingness to accept new challenges to bring changes.

  3. Jyotsana

    Great post Jaclyn. Thank you for sharing your thoughts with us. You bring up some good questions and insights both on micro and macro levels.

  4. Like Sneha, I’m struck by your assertion that the classroom is as much a learning place for you as for the students. I think as teachers we need to own our identity as learners as well — partly because “learning” sounds more open-ended and ongoing to me. And I think that’s key to developing and maintaining an authentic teaching voice. We are all works in progress.

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