As a future instructor, I am fascinated to think and figure out who I will be as a teacher before I stuck in teaching my first class after graduation. What was said by Professor Fowler, first, I need to answer these questions:
- How can I be genuine, sincere, and fully present in the classroom?
- How do I avoid posturing?
- How do I convey authority without being a strict authoritarian?
- How do I build rapport among all participants?
- How do I structure class sessions for optimum engagement and coverage?
Most of us start building our future teaching approach based on our experience through all these years as a student: what did we like the most? What did we hate? What did help us in learning the content? About all encouragement and motivations! And about discouragement and stresses! We want to empower the strength of our previous teacher in our teaching style and eliminate all weakness. All of us know that bad teacher can affect and hinder students’ education for years, and this is what we don’t want to be! Nevertheless, the question is how to achieve this goal?
Sarah E. Deel well said it is beneficial to search and obtain more information about techniques for developing and facilitating good communication skills between you and among/between the students with whom you will be working, but these techniques are not sufficient to make you a perfect authentic teacher. To be an authentic teacher, we should cultivate our teaching style based on our personality and skills. Professor Fowler emphasized this point by mentioning that we “Must work to discover who you are as a teacher and choose the techniques that work in concert with being authentic in the classroom.” Thinking and exploring my personality and capabilities, I am sure that I do not want to spend or (I can say) waste my energy and time to be someone I am not or pretend how cool I am (that I am not at all!). I must decide what types of strategies or teaching techniques work for me rather than simply spend my time and energy to be someone else and employ all techniques in my classes.
Therefore, although I hope and am doing my best to get an academic job at land-grant universities which my teaching responsibility will be far less than research responsibility, I believe that my teaching matters. I came to believe that being a good teacher is a continuous process that we need to re-evaluate ourselves to develop and refine our pedagogical approach.