You will constantly be challenged with time commitments. You
will have responsibilities to your department, program, college, research
responsibilities, and outreach commitments. Make no mistake about it –
dedicating yourself to the art of teaching is challenging – and improving that
art takes time and effort. You will find that you will have an assignment that
one year was just the ticket – it motivated students, it challenged them, and
they did it! Yes! Then you will find the next year that students “don’t get it”
and really don’t want to. Different students, different semester, different
outcome. There is no substitute for the effort that it takes to improve
teaching. But be prepared. Just when you think that you have that lecture
mastered, your laptop will crash and you are stuck with a piece of chalk and a
few written notes. This is teaching. The fact remains that effort put into the
craft of teaching will only help you to become better, whether the lesson
itself was stellar…or not. Teaching is not about perfection – it can’t be
because we are humans working with other humans. It is about progress. It is
about being ok and working improve next time.
2)
Tea Time is critical. So is happy hour.
I love teaching. I love to talk about teaching. I would love
to talk to you about your teaching. I could talk about teaching all of the time
(much to my husband’s chagrin). However, my husband (also a university
professor) doesn’t. He is more of an introvert, deeply dedicated to his
discipline – Animal Breeding and Genetics. However, every once in a while he
will humor me and we can talk about classes, challenges, students, lectures and
assignments. This typically happens on Friday nights after a margarita or two.
But, I love it. And I think (you would have to ask him to be sure) that he
likes it too. It is a rare moment in the crazy time-pressed society that we get
to stop and reflect on the practice of teaching and academia. Too often we
leave the same assignment for next year, the same lecture as before, because it
takes time. Too often we teach in isolation (more coming on that later) and we
don’t take the time to talk with others to solve grand problems in our
classrooms, or in our disciplines, or in society for that matter. We are so
busy doing, we forget that improving requires thinking and dialoguing. So grab
that cup of coffee right after your class. Tell a colleague what went well. Stop
and go to happy hour tonight and talk to someone else about their teaching. Be
enlightened – and solve the issues together. If you are like my husband and reflection is a
little easier on your own, then turn off the NPR on the way home and ask
yourself, “What went well today?” “What simple thing could I change to make it
better?” “What practice did I do today that made a difference to me and my
teaching?” If you are like me – you will need to write it down or you will
forget it by the time you tackle the class the next semester. Stop. Reflect.
Act.
I have been blessed this year with a semester of reflection
as I have traveled to New Zealand with 26 students from Colorado State
University. For the first time in 19 years, I am not in the classroom this
semester. It has allowed me perspective I don’t often have when I am in
Colorado. I think about teaching a lot, but I listen mostly to what our
students are valuing about their experience here. I dialogue with students
about assignments and their challenges. I want to make sure that this season of
reflection doesn’t get lost on me. I want it to slow me down and improve my
practice. Oh, and in New Zealand, they stop for tea twice a day. It’s good
practice! J
3)
You are not on a deserted island; please get on
the bus.
One thing that we do really well in the US is we specialize.
We have specific disciplines and these disciplines often drive our relationships
at our institutions. However, I want to challenge you to the art of teaching
collaboration. I am not talking about having a person from another institution
or another department come and guest lecture for you on their discipline. I
mean deep rooted, cross-sectional, transformational collaboration.
At Lincoln University they have fields (field days, or field
trips as we call them). These are scheduled four times a semester (that is a
lot). They are day-long extensive trips where students get to hear from those
in the (agriculture, wine, horticulture) industry about what they are doing.
Many of our students are taking a management course. Others are in an animal
science production course. Some are ecology majors in a plant science course.
They ALL do the same field.
Here is the kicker: the field trips have a professor in
management, a professor in animal science and a professor in plant science on
each of the trips - facilitating TOGETHER. It is a huge commitment. But just
think of the differing perspectives that you can get. I feel like there is
often a great divide between those that agree and those that don’t. This is a
practice (fields) where they may NOT agree – and do it ANYHOW. Perhaps even
more valuable on these might be the time on the bus with other colleagues –
talking and discussing about what they might have seen and what possibilities
might exist in the future. Collaboration does not have to happen with someone
like you, someone you like, or even with someone in your field of expertise – I
wager you will grow more if they aren’t. Will it take time? Yes. Will it
challenge your beliefs? I hope so. Get on the bus. Collaboration often happens
best on the road (see #2 above).
Two examples:
Example 1: We have a 7 year old son who is attending school
here in New Zealand. There is a movement away from traditional spaces and to a
“student accountable” environment. The first day that I took him to class there
were 56 students in his class (56!). The spaces are double classrooms, no
walls, few desks, carpeted walls, bean bags, cubbies, mats, nooks, and even a
glass “quiet” space. This movement is called ILE (Innovative Learning
Environments – see: http://www.education.govt.nz/school/property/state-schools/design-standards/flexible-learning-spaces/).
It looks and feels much different than his first grade class in Colorado! Wyatt
has a learning goals card on the wall (next to 55 others) that lists what his
goals are for the week. His individual goals. He has to figure out how to learn
them – how he learns best. When he feels like he is ready he is responsible to
take his goals to a teacher and have them individually test him. I watched with
a fair bit of discomfort (if I am honest) because it appeared to be total
chaos. But over time I realized that Wyatt had to figure it out. He has to be
responsible. He has to adapt. Pretty good skills for a 7 year old. How can I
input this into my class? I love the individual goals. I like the idea that
students have flexible spaces. Some group work, whole class work, and some
individual work. I like that at times they need desks, other times a corner and
a white board. I am going to try to implement some of the same ideas – but in a
university setting.
Example 2: We also have a 5 year old at preschool here in
New Zealand. While preschool here is more discovery. Each day when Avery
arrives at school there are “centers” set up – they are different each day. One
day there may be legos, puzzles, play dough or books. It allows parents to come
in and play with their kids before the day gets going. Kids learn by simple
discovery at times. So do young adults and adults. I like the idea that kids
who may not want to play with paint can choose another way to display their
creativity. I like that discovery sometimes is as simple as exposure.
I heard an awards
acceptance speech recently where the recipient challenged agriculturalists to
be present. “Kids can’t choose what they don’t know.” I think that is the same
at the university. We have an obligation, even the privilege of exposing our
students to new ideas. This has to be cultivated. To me, I hope to have
stations set up with questions, ideas, examples – not because it is part of the
learning that day, but it is part of the process of discovery and of inspiring
the future. I hope to provide creative outlets in my classes and allow student
to choose which way they can best present it to me. It’s a goal.
The point is watching good, bad, and ugly teaching can
improve your practice. It can help you to refine what you want to do, or not
do. It doesn’t have to be at your level, or in your discipline, for you to
learn from watching others. Enjoy watching others.
So the challenge: you have a good teachers. Write down what
you like best about their classes and assignments. Don’t try to replicate it –
do it in your method, in your unique way that works. Be ok if it doesn’t work,
it might the next time. Talk with others. Stop and have a cup and a
conversation. And watch others practice the art of teaching. Enjoy the journey – the practice of teaching
and learning is a magical one!
Guest Blog provided by:
Kellie Enns, Assistant Professor
Colorado State University Agricultural Education
