The 6 habits of highly effective professors
What does it take to be a wizard inside and outside the classroom?
1. Respond to student queries ASAP
For good or ill, people increasingly expect (and value) prompt replies to their questions or concerns, especially via email. And students seem to equate an instructor’s response time with instructor engagement and caring. A speedy reply is not always possible, and email communication can be delicate at times, but I try to live by the “24 hour or less” rule and interestingly, students make particular note of how helpful this responsiveness is to them in comments on the course evaluations.
Students’ lives, like ours, are complicated, busy, and sometimes chaotic. People don’t always attend to our verbal communications or instructions, and/or email, and/or written (print) communication, and/or online announcements. Similarly, the more channels that we can mobilize to share information with our students about upcoming assignments, due dates, key information or course resources, the greater the chance that our message will filter through the “white noise” of multiple, competing pressures and priorities.
3. Listen carefully
When students express an issue or concern, chances are – especially if we’ve been teaching for many years – we’ve heard it (or something very much like it) before. And we’ve also responded many times before. It’s sometimes easy to forget that for this student with this issue it might be the very first time, and every person and every situation is unique. Take the time to listen carefully with a goal of understanding.
4. Provide the back-story
I’ve found that when students feel like an assignment, an academic decision, a policy, or a course expectation is unfair or unwelcome, it’s usually because they’re not satisfied that there is a good rationale behind it. The trick is, how to communicate this without coming across as defensive, or worse, officious? I’ve found that the elicit-provide-elicit framework in Motivational Interviewing has been helpful in providing information to students: (a) elicit the student’s understanding of why they think I am proceeding in a certain way; (b) provide a brief explanation from my perspective; (c) elicit the student’s response (“What do you make of that? How does this fit for you?”).
5. Get excited
Everything in the world is inherently interesting. And everything in the world can be made incredibly boring. If I’m passionate about what I’m teaching, chances are some of that will rub off.
6. Don’t work harder than your students
Learning is active. It takes effort, involvement and application. If I’m at the front of the room lecturing and the group is passively listening, who’s working harder? It’s a challenge to create dynamic learning activities that engage students in co-constructing meaning, wrestling with new ideas, and trying out new skills. Admittedly, high quality curriculum design generally takes more work at the front end – so perhaps it’s more accurate to say “Don’t work harder than your students in the classroom”.
And yes, highly effective teachers have more than these six habits – but they’re a pretty good place to start.
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