Discovering Your Authentic Teaching Self
By my calculations, between the years of 2011 and 2020, I have participated in at least 61 classes at three different institutions of higher education. I’ve taken courses ranging from “Existentialist Philosophy” and “Islam and Christian Theology” to “Finite Element Methods” and “Geotechnical Earthquake Engineering.” To say that I’ve been exposed to several different teaching philosophies would be an understatement.
As an aspiring professor, I have given a good deal of thought to what kind of professor I want to be. My thoughts have largely been formed by taking note of the behaviors, policies, and attitudes of the professors and classes that did and didn’t resonate with me. After reading some of materials this week, I realize this is probably not the best approach.
I really liked how Sarah Deel described her “acceptance of my teaching voice as an extension of myself.” This feels particularly relevant to me in this stage of my life after leaving my job to come back to school in pursuit of better aligning my personal strengths and passions with my future career. Who am I, and what are the unique skills or qualities that I can lean into to be a more authentic teacher? I have a few thoughts.
I am focused. I stay on track, prioritize, and act on previously made plans and decisions. As a teacher, I will be well prepared for my lectures, I will present the material in a logical and coherent way, and I will have a well-defined plan for the semester.
I am responsible. I take ownership of what I say I will do, I am honest, dependable, and efficient. As a teacher, I will be direct with my students. I will clue them into pedagogical decisions I am making, and I will be honest about my expectations of them. I will be consistent and dependable in my interactions with them.
I am a hard worker. I have the stamina to take on big projects and see them through to the end. I think that being fully dedicated to your class as a teacher is easier said than done. But I believe that buy-in (to a successful classroom environment, to a successful semester) from the teacher is just as important as buy-in from the students. It will require a lot of energy and a lot of prioritization to be able to dedicate myself intentionally to my teaching while also juggling the other responsibilities of being a professor. With a little planning, I know I can do it.
Finally, I think Deel’s perspective on having a “flexible, not static” teaching self is important. If this year has taught us anything, it’s that being flexible and willing to re-evaluate and question EVERYTHING we think to be true about ourselves and the world around us is integral to being a resilient force for good in the world.
September 13, 2020 @ 7:53 pm
Very good organizations of unique skills and qualities. I agree with you that having a “flexible, not static” teaching self is very important. As an instructor for undergraduates, I try to be flexible for students since many students have different understanding levels and need to be taught differently. I try to give ten minutes before and after class for students to ask quick questions about lecture notes.
September 27, 2020 @ 5:13 pm
That’s a great idea Zhenyu! I imagine that giving them time before and after class to ask questions is much more approachable for some students than having to come to office hours.
September 14, 2020 @ 12:50 am
This was a great blog post to read! As someone who also left their job of many years, I can empathize with the experience of sliding back into the academic world and preparing one’s self for becoming an educator and lifelong academic. I appreciate you identifying your strengths and how you plan to incorporate those into your future pedagogical decision making. I also really enjoyed the closing note of not remaining static. You’re right! Among so much, this year has challenged everyone to get out of their sense of “normal” and find new rhythms and grooves to navigate life. Teaching ought to be the same – never stopping the call to learn, grow and adjust!
September 27, 2020 @ 5:13 pm
I think so many of professors I have had in the past “tuned out” and continue to teach things the same way year after year – and it shows! The “call to learn, grow, and adjust” is so important!
September 16, 2020 @ 6:26 pm
Hey Kaleigh, thanks for sharing your ideas about what authenticity means to you by discussing your strengths and qualities as an aspiring educator. Like Jenny said above,sharing that you left your job to return to school resonated with me–especially the part about how you want to have your strengths and your career better aligned.
Like you described, the act of asking the question: who am I? is an important exercise. Reflecting on that piece as well as your experiences of courses to date is also a good practice. You can very quickly get an idea of what worked for you, what didn’t, etc… I don’t think there’s anything wrong with plucking inspiration for teaching from the experiences you have had. In fact, I think pairing your reflection of who you are and what you can bring to the table with these inspirational bits is where the magic really starts to happen. That exercise should reveal to you ways that you can take what has worked for you in the past, remix it, and make it your own.
September 27, 2020 @ 5:11 pm
Sara, I love that! I really do think it’s valuable to assess what exactly those inspirational teachers did that was impactful to you, and see if it’s something that is congruent with who you are as a teacher.
September 16, 2020 @ 8:35 pm
“I believe that buy-in (to a successful classroom environment, to a successful semester) from the teacher is just as important as buy-in from the students”
Agree with you 100%. Students can really tell when their instructors are not “there.” I take this to be not just a general stance but also something that can happen on any given day. There are definitely days when I feel like I am not caffeinated enough, awake enough, focused enough to be there in front of 40 young adults and convince them that what I am saying is 1) accurate, 2) interesting, and 3) useful to them. There may be a stigma against taking mental health days, but I think that people should consider them to be doing the students a service too. No one wants to be stuck in a classroom with an instructor who can’t be fully present. Have you ever been in a graduate seminar where the professor is checking emails or has to step out every 5 minutes to deal with family stuff? I’m not saying that they shouldn’t do those things, but I think your comments here brings up my point: there has to be buy-in from everyone in the classroom. If someone is distracted or disinterested, it brings the whole environment down.
September 27, 2020 @ 5:09 pm
Absolutely agree about taking mental health days as an instructor. Professors have so much on plates, and teaching obligations are often seriously undervalued despite the amount of time and energy they require! Letting yourself rest and recuperate could be the best thing you do for your students all semester!