I think there is a way to be sometimes uncertain about content, etc. but "weakness" in the sense of giving up authority and control to one's own self- doubts, and putting that on the table for the students is simply not appropriate, IMHO. Students need the sense of leadership that comes from their instructors. There are all kinds of leaders and one can be self-effacing or admit a lack of knowledge but I see "weakness" as a larger, more troublesome concept. There has to be some sense of authority--be it dictatorial or benevolent isn't the issue at the moment, but the sense that someone is there with experience and knowledge in much the same way as a parent does, is important in the classroom.
As for the dependency comment, I was paraphrasing a previous post but as I recall the comment, the gist was that you don't want to set a precedent where students can start to place blame for their own failure on a teacher who comes into class and says, "Sorry, I didn't teach this as well as I should have and that must be why you all did so poorly on this exam." It WILL set you up for some students to just use that a scapegoat for less than fully effortful engagement in the class as it goes on, and as a scapegoat for their poor performance. In my experience, years ago as a much more inexperienced teacher I found that one or two students with such an attitude would rapidly spread to other students having a poor attitude and not taking accountability for their own performance and learning. In that sense I meant it can all come back to haunt you in that a small thing can spread. Certainly we've all had a small lapse and said to a class, gee, I think I might not have said this clearly enough, or Hmm, maybe the way I presented this in class was confusing. And I'm not talking about that. Anyway, I'm not sure I'm any clearer after rambling. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] ---- Original message ---- >Date: Sun, 12 Oct 2008 16:27:15 -0600 >From: "Shearon, Tim" <[EMAIL PROTECTED]> >Subject: RE: [tips] What would YOU do? >To: "Teaching in the Psychological Sciences (TIPS)" <tips@acsun.frostburg.edu> > > >Annette said: >I also agree with the person who said that the >students had plenty of time to take responsibility for their own learning; AND >you might start a dependency precedent. PLUS, never show any weakness--it >will come back to haunt you. > > >Annette- >I wonder though. I read Carol's request as primarily concerned about the students carrying forth in the class without the requisite skills (neuroanatomy, specifically) to do well. In which case, I think asking them to do work to "make it up" is far wiser than worrying about the likelihood of "a dependency precedent". > >Respectfully, I also disagree with you on the "never show weakness". I think >it really depends on the situation, on the professor, and on other factors. For example, if anything I'm perceived as somewhat "scary and intimidating" (their words not mine!) by some of my students. When they see that I'm actually not and am genuinely concerned for them it seems to have a very positive effect on their efforts. (Not to say that it couldn't cause problems). :) > >Tim >_______________________________ >Timothy O. Shearon, PhD >Professor and Chair Department of Psychology >The College of Idaho >Caldwell, ID 83605 >email: [EMAIL PROTECTED] > >teaching: intro to neuropsychology; psychopharmacology; general; history and systems > >"You can't teach an old dogma new tricks." Dorothy Parker > > > > >--- >To make changes to your subscription contact: > >Bill Southerly ([EMAIL PROTECTED]) >________________ >TNEF31134.rtf (2k bytes) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
