J

student attendance and punctuality; I insist upon the highest quality work which each student is capable of
achieving. | intervene on behavior which is not growth-enhancing.

In the classroom, I give students better directions about when it is appropriate to ask questions; and for my
part, | work harder at improving my listening skills. I try to avoid the temptation to anticipate a student's
question; I try to listen carefully and respond in a non-judgmental way, ask questions to which there may be
more than one correct answer, and build upon a student's response if it is incorrect.

| use multisensorial approaches to learning. This may be accomplished through the use of audiovisual aids or
real world models to engage the student in his own learning. I teach science and often have my students search
for anatomical and physiological models in the environment. Students have amazing vision when encouraged to
be creative. One proposed a model of a telephone line to explain spinal nerve pathways with the thalamus
being a switchboard. Another student shot photographs of rolls of snow fencing to illustrate the histology of
bone tissue. Still another student confided in me that she never eats steak anymore; she dissects it.

| am aware of the appropriateness of learning aids to my students. I endeavour to consider the readability
level of textbooks and handouts to ensure that they do not represent barriers to student success.

Lastly, | always remain open to change. I encourage student feedback about my performance. It may be
nothing more than a simple, "How did the class go?" to a few of the students, or it may involve a quick but
simple evaluation using a questionnaire to assure anonymity. The main point is that constant feedback is
essential throughout the progress of the course. Feedback only at the end of the course is too late.
Teacher-Colleague Relationships

The rewards of excellence in teaching are high, but so are the risks. There is a reluctance on the part of many
teachers to strive for excellence in themselves and an aversion to acknowledging its existence in others. They
are more intent upon dispensing condemnation, ridicule, and derision. Recently, | learned of one college’s
attempts to introduce an award for teaching excellence. The administration sought the approval of the rank-
and-file before proceeding. The proposal was soundly defeated. The outcome was inevitable. The vast majority
could not possibly be recipients in any given year, and, after all, an award of this kind could be granted to one
individual only at the exclusion of the remainder. What was the message? Not that teachers do not enjoy being
rewarded, but that acknowledgement of the excellent teachers exposes the shortcomings of the rest. The teacher
who strives for excellence will build upon these shortcomings; the mediocre ones are merely offended at the
assault on their egos, and what results is insecurity and suspicion. The potential for the development of
antagonistic relationships is great. To preserve his relationship with his colleagues, the aspiring excellent
teacher may be coerced by peer pressure to compromise on his commitment to excellence. But one should bear
in mind that excellent teachers are innovators, and innovators are pioneers. As Peters and Waterman so aptly
put it: "Pioneers get shot at."

The teacher who strives for excellence must remain optimistic and persistent. His optimism alone will do his
critics the world of good. If modelling is important to student growth, it is equally important for the growth of
our colleagues. Interestingly enough, | have discovered that those who are most apt to criticize an excellent
teacher to his face are the same ones who are likely to uphold that same teacher to others. The real message is
you're "OK," and I’m not "OK." Those who are not "OK" must be supported and aided in discovering the
meaning of excellence and its rewards. To an extent, they suffer, like their students, from low self-esteem and
learned helplessness, believing that changes in their behavior are unlikely to have an impact on the quality of
their instruction. Thus, they see no way out of their "box" of mediocrity.

More effort must be made to involve others in the quest for excellence by sharing information about
successful and unsuccessful educational experiences. They must also be complimented on their successes,
particularly powerful from one’s colleagues. Sharing experiences with colleagues creates a bond which brings
people together. Shared goals cement that bond.

Frankfort Moore said that "there is no stronger bond of friendship than a mutual enemy." What a marvelous |
world education would be if that mutual enemy were mediocrity! \

 

 

 

   

Bill Magill
Humber College

pove!AS COLLEGE .

“™ ,

   
 

For further information, contact the author at Humber College of Applied Afts_and 4 AReUHRUSEY 205
College Blvd., Rexdale, Ontario, CANADA M9W 517.

Lo tLe
Suanne D. Roueche, Fditor DOUGLAS COLLEGE
October 25, 1985, Vol Vil, No 26 ARCHIVES
INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin,

Austin, Texas 78712, (512) 471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in part by-the-W"K- Kellogg
Foundation and Sid \W/. Richardson Foundation. Issued weekly when classes are in session during fall and spring terms and monthly during the summer.

) The University of Texas at Austin, 1985
Further duplication is permitted only by MEMBER institutions for their own personnel. ISSN 0199-106