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I am not your friend, but I do want students to feel comfortable approaching me. Some, in fact, may even accuse me of silently fostering it.
Who I am is a white, male, millennial faculty member and college administrator who prefers creating a respectful environment in which my students are afforded the greatest opportunity for success without worrying about the same interaction in other classrooms.
I have been known to occasionally teach in clothes that I could mow the lawn in and apparently a student or two have at some point said I Essays on professionalism in teaching cool. I want students to respect me as an individual, not solely for my role, title, or degrees. I strongly believe there is no need to rest on my apparent genetic laurels.
I may be a white male, but this has nothing to do with why I am comfortable in a classroom. And more importantly, I think it has little to do with why students can respect me despite knowing my first name and using it if they feel so inclined.
The underlying current of any college classroom involves a faculty member who is supposed to be more educated then the students on the topic being covered and understanding that this person will control assessment and grading.
No matter how formal or informal interactions may be between faculty and students, those facts rest squarely in the backdrop of everything.
Rather than worry incessantly about how an email is drafted, I am thankful students are asking questions. On the first day of class I consciously do not demand to be referred to by any particular title. There is no need for a lecture on why I want to be called Dr. Miller, Professor, Will, or even Master of the Universe.
I may have a reputation for being laid-back and getting good teaching evaluations, but I also carry a hefty DWF percentage. Being informal does not imply that I am an easy A. If students respect me as an individual, I firmly believe I am able to push students to do more because of that mutual respect.
In an era of discussions throughout higher education about flipped classrooms, student engagement, and whether faculty should be a sage on the stage or a guide by their side, some faculty seem to be forgetting the importance of place, comfort, and feel in determining how to run their classes and manage their relationships with students.
Like Gulliver, I did not use first names with my undergraduate instructors and still struggle using the first name of my dissertation chair.
In fact, I still have nightmares about accidentally slipping and using the first name of a particular faculty member during an office hours meeting and the subsequent tongue lashing I received.
Yet I did not lose respect for her nor her for me. Because the interaction fit the expectation for that particular faculty member. And that is my major concern with the line of reasoning used by Gulliver yesterday. Without question, certain colleges, programs, and student bodies necessitate different levels of familiarity between faculty and students.
Even perhaps more importantly students do need to be exposed to professional work behavior. Unlike Gulliver, however, I believe a part of that process is being able to navigate different environments and interactions.
Students are fully capable of discerning what is acceptable with one faculty member and is not with another.
In short, it is about fit. I am at time envious of my friends and colleagues who wear bow ties, five piece suits, or even just sports coats to class every day.
And I do not view colleagues any differently who wear Vans and comic book t-shirts into the classroom. What I wear, how I allow students to address me, and the way I conduct class sessions does not make me an inferior instructor or complicit in some alleged epidemic of familiarity.
In my experience, it creates the learning environment that I feel best allows students in my classes to succeed. Faculty should make expectations clear to students, but in an era where higher education faces regular attacks from outside actors, should we really be casting stones at each other regarding interpersonal style and choices?
Gulliver, I apologize for not helping you out. There is an important difference between formality and professionalism that appears to be misunderstood by some in the academy. I feel more comfortable teaching in jeans and being called Will than being Dr.
Miller with a necktie on.Free professionalism papers, essays, and research papers. Professionalism in Nursing - A professional is characterized by or conforming to the technical or ethical standards of a profession (2): exhibiting a courteous, conscientious, and generally businesslike manner in the workplace.
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There has always been the tradition of people saving and/or taking small loans from. Feb 22, · Professionalism Essay. Teacher Professionalism and the Vocational Culture of Teaching ‘Teaching has never been recognised as a profession mainly because of its inability to promote and demonstrate a distinctive expertise’ (Beck, ).
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Part-time Continuing Education instructors are hired on a.