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Teaching as an Inspirational Activity

   
   

PUBLISHED BY THE NATIONAL iNSTITUTE FOR STAFF AND ORGANIZATIONAL DE VELOPMENT (NISOD), COLLEGE OF EDUCATION,
THE UNIVERSITY OF TEXAS AT AUSTIN « WITH SUPPORT FROM THE W K KELLOGG FOUNDA TION AND THE SID W. RICHARDSON FOUNDATION

An activity is inspirational if it helps me connect with

people and the world around me. An activity is inspira-
tional if it brings me in touch with the deepest parts of
myself. In these ways, teaching is an inspirational act.
Teaching enriches my life by “opening my eyes” to people
and myself. Some of my teaching practices reflect this
inspirational quality of teaching.

1,

N

Before each class I remind myself that I am going to
spend an hour and 15 minutes with 25 people—
people who have the same needs I do for recognition,
challenge, and employment. Each and every time I
walk into the classroom, I feel | have the opportunity to
support students in developing their self-confidence
and in discovering new avenues of educational oppor-
tunity. Also, with each class I face the challenge of
encouraging students to grapple with new and some-
times uncomfortable experiences. By reminding myself
of these “personal” aspects of teaching, I encourage
myself to enter the classroom in an open, available
state. When I am open, I can better see and thus can
better help students realize their strengths and capabili-
ties. By thinking of the people I will be spending time
with in class, I become enthusiastic about the opportu-
nity of sharing in the joy of their learning.

I honor my subject matter as a source for continuing
personal growth. The fact that my field is alive and
constantly evolving requires that | change and grow
with it. I need to maintain a living relationship with
my subject matter, and the quality of our union is
continually communicated in the classroom. For
example, anytime I have even the slightest lack of
clarity regarding a particular point in class, my students
immediately sense it and either barrage me with
questions or simply “don't get it.” Any break in my
relationship with the material automatically translates
into discomfort and confusion for my students. I need
to stay abreast of the latest developments in my field to
ensure that my students leave the classroom current
and with an awareness of how they will need to change
with the subject matter. I try to involve my students in
the current controversies in the field so that they
become empowered to influence their future.

. To the best of my ability, I offer the subject matter to

my students as a gift. Some of my worst experiences

VOLUME XVI, NUMBER 3

  

as a student occurred when the instructor imposed the
course content on the class. My tendency was either to
reject completely the material or, just as bad, if the
instructor was charismatic, totally adopt his or her
perspective. Asa teacher, by presenting my subject
matter as a gift, | develop a level of detachment because
I know I cannot make someone like or even want a gift.
Once the subject matter is offered, I need to release it to
my students and provide them the total opportunity to
work with it in their own ways. The more effectively I
release course material to my students, the more they
will relate to the information as their own. Sharing
subject matter as a gift confers upon my students the
right and the responsibility to apply it as they see fit.

. [recognize that I am interdependently involved with

other teachers in educating students. The experiences
students have in my classes contribute to or detract
from their total education. My objective then is not only
to help students master my course material but also
help them develop their ability to work with any type
of information. I try to emphasize to my students that
my course is not the most important course they will
ever take, but rather that all courses they take are
important. I dedicate course time to helping students
develop the study, writing, and verbal skills necessary
for succeeding in all areas. When students ask me why
I handle my class differently than another instructor, I
emphasize that there are many effective approaches
rather than portray mine as the best. I encourage
students to develop their ability to learn from and enjoy
a variety of teaching styles because in the same sense
they will need to work with a multitude of people and
situations on the job. Just as important, this respect and
appreciation for other subjects and teachers must be the
foundation for my relationships with my peers. I need
to effectively work with, ask for help from, and provide
support to the instructors and schools with which I
work.

. I see my own sense of integrity as my most valuable

resource. At the absolute core, I feel the foundation for
my effectiveness from semester to semester comes from
how I feel about myself as a teacher. At what point,
when I am making sure an exam is clearly written, do I
begin to make the exam too easy? Am | assigning too

 

 

THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712