Communicating teaching pedagogy with students

After reading Sarah E. Deel’s article “Finding my teaching voice”, I keep imaging what kind of teacher I will be, and what style my classroom may be like. I am also wondering if I will be a popular professor among students … I realize that there are still a lot of practices needed before I find my own teaching style. For now, I have many expectations for my future lectures. I hope that my class is well-prepared, well-structure, active and interactive, knowledgeable, effective, and full of fun. I know that I can probably be disappointed by my high expectations at the beginning of my teaching like Sarah felt. But one principle I want to stick to is to become an approachable professor to my students and always explain my teaching pedagogy at the start of a course.

Explaining the teaching strategies and purposes to students is very necessary in terms of helping them make corresponding study plans and manage their time effectively. Students will understand why they have to complete certain types of assignments and why some classes are arranged in certain ways. For the courses I did not learn well or spent too much time reluctantly, I normally did not understand why the lecturers designed certain types of assignment/project or why the lectures was designed in certain context. I was also not given opportunities to reflect my concerns and doubts until the end of the semester. I would learn more effectively and actively if I were told the purposes of teaching pedagogy.

[1] Figure from