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What New Faculty Members Need to Know

What New Faculty Members Need to Know. Rob Jenkins rjenkinsgdp@yahoo.com. Rob Jenkins. Associate Professor of English Georgia Perimeter College. Background. 26 years teaching experience

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What New Faculty Members Need to Know

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  1. What New Faculty Members Need to Know Rob Jenkins rjenkinsgdp@yahoo.com

  2. Rob Jenkins Associate Professor of English Georgia Perimeter College

  3. Background • 26 years teaching experience • Land-grant university, small rural community college, large metropolitan community college, suburban technical college

  4. Background • PT faculty, FT faculty, department chair, academic dean • Served on 15+ search committee, chairing more than half • Evaluated hundreds of faculty, observed dozens

  5. Background • Chronicle of Higher Education “Two-Year Track” columnist and “On Hiring” blogger • Frequent speaker at conferences and on university campuses

  6. Background • Author of Building a Career in America’s Community Colleges (AACC/Community College Press, 2011) http://www.aacc.nche.edu/Publications/Pages/Product.aspx?Product_Id=863

  7. Overview • Developing a teaching philosophy • Succeeding as a classroom teacher • Managing the classroom environment • Succeeding outside the classroom • Moving beyond the classroom

  8. My Teaching Philosophy • Developed as both student and teacher • Learned what to do and what not to do from my own teachers • Also learned from colleagues How to Write a Statement of Teaching Philosophy: http://chronicle.com/article/How-to-Write-a-Statement-of/45133/

  9. My Teaching Philosophy • Idealism: “perfect classroom” • Reality: what has worked and what hasn’t • Constantly evolving

  10. My Teaching Philosophy • College students are adults • Teaching is performance art • Great teachers are born; good teachers are made • You don’t have to be a jerk • Love is all you need Teaching philosophy examples: http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/samples/index.html

  11. Students are Adults • People rise to level of expectations • Treat students like adults, and they’ll act like adults

  12. Students are Adults • This means granting certain freedoms • With freedom comes responsibility • Burden to “keep up” on student

  13. Teaching is Performance Art • Foundational belief • “Sage on the stage”

  14. Teaching is Performance Art • How we teach as important as what we teach • Good performance = student engagement • Good performance requires planning and practice

  15. Great Teachers are Born. . . • Teaching is a talent some are born with • It’s also a skill that can be developed • Very best teachers have talent and develop it

  16. . . .But Good Teachers Are Made • Hard work can overcome lack of ability • Not that different from learning to play a musical instrument or a sport

  17. You Don’t Have to Be a Jerk • Jerk: someone who consistently puts his/her interests ahead of others • Passive jerk: doesn’t return papers, keep office hours, meet with advisees, etc.

  18. You Don’t Have to Be a Jerk • Active jerk: berates students, arrogant, always takes hard line • “We have to be hard on students.” Really?

  19. All You Need Is Love • Love of students in general • Not hating students is a start • Love of subject matter

  20. All You Need Is Love • Inspires students and instills that same love • Students can tell

  21. Your Teaching Philosophy • Ultimately, it must be your own • You can borrow bits and pieces from others • Conduct your own “teaching experiments” in every class

  22. Your Teaching Philosophy • Be true to yourself—don’t try to be someone you’re not. • Remain flexible and open-minded • Philosophy will evolve

  23. Succeeding in the Classroom Five Tips for New Teachers

  24. Five Tips for New Teachers • Appear confident from day one • Be consistent • Don’t take yourself too seriously • Keep your distance

  25. Five Tips for New Teachers • Remember whom you’re teaching

  26. Appear Confident • Act like you know what you’re doing • True or False: Starting your very first class with “This is my first day” or “I’m kind of new at this” is a great way to demonstrate empathy with students.

  27. Appear Confident • “Appear” not the same as “be” • For students, confidence equals competence • Screw up your courage

  28. Appear Confident • Remember Stuart Smalley: “I’m smart enough, I’m good enough, and doggone it, people like me.”

  29. Be Consistent • Most important thing you can do • Indecisiveness screams “rookie” • Students will take advantage of a “soft touch”

  30. Be Consistent • Construct detailed syllabus—policies and schedule—and stick to it • If you have to change, make reasons clear • Don’t make changes that create extra work for students: “bait and switch”

  31. Yourself Too Don’t Take Seriously • Every instructor thinks his/her subject is most important • Students likely to be unimpressed • Don’t treat every assignment like life and death

  32. Don’t Take Yourself Too Seriously • Lighten up: tell a joke, make fun of yourself and your subject • Students are more likely to believe some things are important if you don’t act like everything is.

  33. Keep Your Distance • Friendly vs. inappropriate • Most err on one side or the other • Dress like an adult

  34. Keep Your Distance • Ask students to address you by title • Don’t socialize with students outside of class

  35. Remember Whom You’re Teaching • Mostly underclassmen/women • Not majors • Make tests and assignments appropriate

  36. Remember Whom You’re Teaching • Not “watering down” • Realistic expectations

  37. Classroom Management:Setting the Tone • Purpose • Faculty expectations • The syllabus

  38. Classroom Management:Setting the Tone • The first day of class • Follow-through

  39. Purpose • Anticipate and head off potential problems • Create positive learning environment • Avoid career issues and liability

  40. Faculty Expectations • How do you expect students to behave? • What will you and won’t you tolerate? • What compromises or “concessions to reality” are you willing to make? (Examples: smart phones, laptops, sleeping)

  41. Faculty Expectations • Remember: college students are adults • Be true to yourself

  42. The Syllabus • Cover all bases: rules, penalties • Be realistic • Be clear and specific • Follow college policy

  43. The Syllabus • Leave yourself some leeway • Make sure everyone has a syllabus (new additions) • Signed agreements?

  44. The First Day of Class • Cover syllabus thoroughly • Clarify and expound • Be candid and direct

  45. The First Day of Class • Use effective tone and body language • Dress appropriately • Remember: It’s easier to start out tough and lighten up than vice-versa

  46. Follow-Through Quiz: What’s the single worst thing you can do as a classroom instructor? a) Come to class barefoot b) Talk about yourself incessantly c) Argue for your personal politics d) Change your syllabus

  47. Follow-Through • Frequent reminders, as needed • Do what you said you would do! • Follow syllabus

  48. Follow-Through • Adjust as necessary (remember leeway?) • Any changes require detailed explanation

  49. Dangerous Students Iona College: “How to Recognize Warning Signs for Troubled and Dangerous Students”: (http://www.iona.edu/studentlife/counsel/guide/troubledStudent.cfm)

  50. Succeeding Outside the Classroom The Five Characteristics of Successful New Faculty

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