Better Teaching
A Guide to
Better Teaching
Skills, Advice, and
University Professors
Leila Jahangiri and Tom Mucciolo
ROWMAN & LITTLEFIELD PUBLISHERS, INC.
Introduction
You must learn from the mistakes of others. You can’t possibly live
long enough to make them all yourself.
—Sam Levenson
A university professor is sitting at his desk, staring at a brief e-mail
message from the department chair: “Bill, your assessments came in
and I noticed you averaged 7.4 out of 10 in student evaluation. I think
you are doing well, but I would love to see you be an 8 or higher for
next semester. I am confident that this will not be a problem for you.”
Although Bill does have a measurement of his effectiveness,
unfortunately, he has no idea what must be done to improve that level,
other than try to just “be an 8.” But if he knew which specific skills to
target, he would be able to better plan a self-improvement path. A
Guide to Better Teaching is about describing effective teaching,
determining which skills to target in order to be more effective, and
measuring your effectiveness.
For many years, we have been observing the presentation and
teaching skills of a number of different groups of people from a variety
of fields and disciplines. Tom has the advantage of more than twenty-
five years of interacting with industry leaders, corporate executives,
and government clients. Leila has nearly twenty years in academia,
with a focus on education and faculty development, as well as being an
experienced clinician in the health care profession. From a chance
meeting, we discovered that although we operated in seemingly diverse
environments, we shared a common interest in effective presentations
and effective teaching. As a department chair at New York University
(NYU), Leila was hiring numerous full-time faculty members and
developing a large department. Her goal was to see growth and
enhancement of the teaching in a systematic manner. Having observed
Tom training major industry leaders in corporate environments, Leila
asked “Why can’t faculty go through the same rigor as industry
leaders?” After a lengthy discussion, we noted that teaching, leadership
training, and public speaking are not dissimilar and that there are
many overlapping skills. We realized that an opportunity existed to
merge our experiences for creating a unique faculty development
program. Later that year, Tom joined NYU as an adjunct faculty. What
makes this collaboration effective is that although our individual
experiences are widely different, we share a common goal of finding
ways to help teachers teach better and leaders lead better, and in the
process, allow teachers to become leaders.
It was in the early fall of 2005 when we first collaborated to observe
select groups of instructors at New York University. The whole idea
behind the faculty development effort was to collectively evaluate the
effectiveness of each faculty member in the pilot group, in order to
improve the overall quality of teaching, and then discuss our
observations. We each had a unique viewpoint on how to develop the
skills in a person so that he or she could be a more effective
communicator. We agreed that through observation and feedback, one
could continually improve. However, we realized that this time- and
resource-intensive observation process may not be practical and not a
model that could be easily duplicated in other institutions or
departments. It was clear that not every teacher had access to an expert
or peer observer. Even if that were possible, not every instructor was
comfortable being evaluated by another person on a continual basis.
But beyond having a “subjective evaluator,” many instructors wanted
clarity on the evaluation criteria itself. The question became “What am
I being judged on, exactly?”
The challenge for us was in finding an “agreed-upon” set of criteria
that could be used to judge or evaluate a faculty. We believed that
reaching such a consensus would require a student or learner’s
perspective based on preferences. In other words, we wanted to know
what learners most desired from teachers. This was the start of our
series of studies, interviews and analyses. Later, we examined and
confirmed these learner preferences with those of experts and peers.
The research to uncover learner preferences is described in detail in
this book, but to sum it up, a two-question, open-ended survey, asking
what qualities students liked most and least in a teacher/presenter, was
given to learners. Responses were coded and grouped according to
similar relationships, resulting in the emergence of twenty-one skills or
“preferred characteristics,” which later led to developing a form of
assessment or measurement.
The chapters and sections in this book provide a comprehensive
explanation of what makes a teacher effective. However, constructing
exams and evaluating students are also key components of an effective
teacher. It is not within the scope of this book to provide an
explanation of techniques, strategies, or procedures in the design of
exams or methods for continual assessment of students. You will find
that the educational literature is rich with textbooks on principles and
fundamentals of student assessments.
On the other hand, our students evaluate us too! There are a number
of instruments available for students to evaluate teachers, and this
book identifies the most preferred characteristics of effective
instructors. You can be a much better teacher when you understand the
most important needs of your learners and know what elements of your
skill you should improve. For the new teacher, the numerous
challenges and opportunities discussed in this book offer insight into
understanding how you can meet the expectations of those you teach.
For the adjunct faculty, the supporting research allows you to target the
specific needs of your learners while bringing your real-world
experiences into your academic approach to teaching. For the seasoned
professor who may have an additional mentoring role, the offered
suggestions and the skills assessment tools can be used to improve the
efforts of peers or junior faculty as you bring them up to the same level
of effectiveness that you may expect from yourself. For those who have
switched careers and entered a new world of academics, there is much
to learn and this book shows you how to use your past experience to
offer different perspectives that energize the group, helping learners
make human connections between theory and real-world practice.
What is described here is based on our findings and further
substantiated by a thorough review of the educational literature in each
of the skill categories. Ultimately, it is our goal to provide you with
critical perspectives, suggestions, and techniques for improvement.
A Guide to Better Teaching is arranged into three sections:
Perspectives, Skills, and Assessments. The Perspectives section
discusses overall and generalized concepts from a learner’s perspective
along with our findings. The Skills section focuses on three core
areas: personality, process, and performance. The personality skills
help to create logical and emotional impressions, while the process and
performance skills are expressions of organization and delivery. Your
ability to weave these impressions and expressions into a seamlessly
cohesive set of skills will enhance your overall effectiveness. As you
examine each of the skills in these sections you will also notice a
number of references that provide a more in-depth understanding. In
addition, there are numerous tables that summarize, as well as visually
oriented short stories that clarify concepts and outline ideas to help
you become a more effective teacher. To recap the highlights of each of
the three chapters in the Skills section, a summary and strategy
table is provided. The Assessments section helps you determine your
baseline and a means to identify and measure your specific strengths
and weaknesses. For your convenience, our assessment tools are
accessible online (for a free download,
visit: www.rowmanlittlefield.com/isbn/1442208929). A Guide to
Better Teaching, along with the assessment tools, aims to improve your
deficient areas. Therefore, from here on, we refrain from using the
word “weaknesses” and instead use “challenges” implying that you will
overcome these. Eliminating challenges and further leveraging your
strengths, which we call “opportunities,” will ultimately lead to greater
effectiveness.
SUGGESTED METHOD OF READING THIS BOOK
As you navigate through the book, you will note that the skills are
discussed individually, but grouped according to functional areas.
There are several cross-references, although the majority of the writing
focuses on one particular skill at a time. The advantage to this format is
that you can actually skip around as you read and still get the essence
of every skill. This flexible arrangement of the content allows you to use
this book as a reference tool, where you can randomly review a
particular skill multiple times in order to develop proficiency in a
desired area.
As you use this book along with the assessment tools to continually
self-improve, you will enhance your abilities. You will not only be able
to measure your level of effectiveness, or measure the effectiveness of
others, you will understand what it takes to be an effective teacher.
PERSPECTIVES
Experience is not what happens to a man. It is what a man does with
1
From a Learner’s Perspective
Retire into yourself as much as possible.
2
The Science Behind the Scenes
About the time we think we can make ends meet, somebody moves
the ends.
—Herbert Hoover
In the fall of 2005 we embarked on a journey toward evaluating the
performance of academicians from the perspective of learners. Our
goal was to identify the factors that individuals believe contribute
toward a better understanding of the information being
communicated. To unearth these issues we decided to conduct a study.
Although our initial focus was on academicians and students, we
expanded the study to include those in the public domain who
communicate content in a variety of learning settings such as
continuing education, training, seminars, conferences, as well as
distance learning and online webcasts. The purpose of our study was to
identify learner preferences of effective classroom teachers or
presenters.
While the concept of classroom teaching effectiveness semantically
suggests an academic setting, the “classroom” can be any group setting,
and the word teaching can apply to any communication of information
intended for the benefit of a listener. Thus, by identifying criteria for
teacher quality preferences as perceived by current and past students,
the findings also apply to any communication activity involving a
speaker (presenter) and one or more listeners (audience). For this
reason, the role of teacher and presenter are interchangeable when it
comes to communicating content to a group. Moreover, in the
academic setting, the
terms teacher, professor, instructor, lecturer, faculty,
and educator are more common; whereas, in the public arena, the
words presenter, speaker, narrator, trainer, and facilitator are most
often used. In all cases, the standard view or model of communication
is the same: the dynamic interpersonal interaction between a sender
and a receiver of information.1
Preferences of Different Learners
To design our qualitative study, rather than creating a list of traits or
characteristics from which a respondent might choose, we elected to
ask open-ended questions so that participants could offer unrestricted
comments. A twoquestion survey, asking what qualities learners liked
most and least in a teacher/presenter, was given to two
groups: students and professionals. A student learner is defined as one
who is required to participate in a course. A professional learner is one
who elects to enhance their existing knowledge by participating in a
learning activity. The type of learner can be the same person. For
example, an individual may be required to take a course on Microsoft’s
Excel spreadsheet program. This individual will listen as a student
learner. The same individual, at a later date, decides to expand his
knowledge base and elects to take an advanced Excel course. He will
now listen as a professional learner. In each case, the overall
preferences for effective teaching are found to be the same; but the
emphasis on the desired characteristics of the teacher, on these
separate occasions, is different.
In our initial published study, a total of 300 subjects provided 2,300
written responses to the two-question survey.2 The original study was
limited to the health care profession, using the most readily accessible
groups of students, faculty, and health care professionals from the
medical and dental communities. However, using indicators from the
initial data in the study, we expanded the reach by conducting similar
methodology, using the same two-question survey, with a vast number
of diverse groups encompassing students and professionals. By
expanding the research we gathered data from over 1,800 individuals,
who provided more than 15,000 responses. In analyzing the responses
from all of these other groups, the results were highly consistent with
the published research findings, thereby increasing the confidence that
this research has universal applications beyond the original subjects
studied. Irrespective of the subject matter, learners are found to have
common preferences for effective teachers.
Categorizing Preferences
From the collected data in the study, descriptive words within the
responses were coded and grouped according to similar relationships,
resulting in the emergence of twenty-one skills (characteristics),
grouped into three core categories or major areas
of personality, process, and performance, and outlined in Table 2.1.
The core categories and related skills are covered in more detail in
chapters 3, 4, and 5.
The “personality” traits include eleven skills related to
individual behavior irrespective of course content or delivery of that
content. The “process” category includes five skills dealing with the
organization and design of the content that is used for instructional
purposes. The “performance” area covers five skills inherent in the
delivery of the content. Figure 2.1 illustrates the how learner
preferences of students and professionals differ in the core categories.
There is considerable discussion in the literature of each of these
characteristics as contributing to or influencing teaching effectiveness
based on personal traits, instructional content and the manner in
which the information is conveyed.3–11 While the terms used to describe
specific attributes varies across different studies, the general reference
to particular skills is similar. For example, both faculty and student
perceptions of effectiveness included traits such as: encouraging,
approachable, respectful, knowledgeable, passionate, enthusiastic,
caring, as well as showing a sense of humor.5, 8, 12 Teachers who develop
a concise, organized, easy-to-follow topic are considered helpful to
learners and enhance the learning experience.7, 13–17 An instructor who
is able to make difficult or challenging topics easily understandable
while managing the classroom climate is considered more effective
than those teachers who have no control of the group or cannot
simplify the materials.7, 14, 15, 18–22 An educator who speaks clearly, does
not drift from the topic, and openly interacts with students establishes
a better learning environment.7, 13, 14, 22–24