I pride myself in running a tight ship when I teach my classes. Classes run on time, every time, and I use every available moment for instruction. My workbooks are concise, with no space within them for notes. Instead, I teach in an old school style, writing on the whiteboard, and I expect the students to take ownership of their own education by writing down what is important. Students cannot write on my exam documents, but write their machine answers on a single solution sheet, with their written response answers located on foolscap.
As such, there is very little waste. No waste of time, no waste of paper … very little overall impact. This is a great thing when it comes to preparing for a new semester, which I am presently doing, because honestly, there is not much that I have to do. It is almost relaxing … but please don’t tell my fellow teachers about this, or they will hurt me.
But as good as that all is, it has me thinking a little philosophically. Does this low impact approach also extend to my teaching?
The reason this question is pertinent is that I tend to be a rather distant teacher. I have a lecture style in the classroom, where I do a lot of the talking and the students do a lot of writing and thinking and solving. There is precious little interaction between us. Now this results in some pretty efficient classes, where I stay perfectly on schedule and finish all of the things that I have planned. There are no road blocks, no unexpected turns, and no surprises. Smooth.
But could this be deleterious to student learning? Does my tendency towards mechanical lessons that operate under some invisible clock, where I am sometimes more actor than teacher – saying my lines at the right moment in a scripted event – somehow hurt the whole process? I know that as a mechanic, I learn a heck of a lot when I get my hands dirty, when things get messy and not go according to plan. Is it the same with teaching?
I will leave this as a question. I receive some positive feedback for my teaching from students, and a high percentage of them do well on the major assessments of the course, but does this indicate success? I am getting to the age when such things matter, when I start contemplating weighty issues like deep impact and legacy. I think I will keep my eyes open for any signs of decay or ineffectiveness, for underlying weaknesses, for detached students and missed learning.
Let the second semester begin, and may I ever strive to be the best teacher I can be.