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I have recently started my job at a university. For students I appeared as a strict teacher who ask for a daily response. I followed the each teaching strategy of my highly intelligent and one of favoirite teacher among students. The class that I was assigned, is one of the favoirite class of head of the department, some students are very near to him. The class has no base or background about subject so in start they felt difficulty in understanding things. And told me that they are not getting my lectures because I am fast at speaking. I sent my lectures recording to my friend (he has 10 years of experiemce) and asked him aboit lecture quality or speed. And he said that everything is good and understandable. I, then tried to slow my speed of speaking and taught them basics (which were expected as prerequisite of course), told them each thing, which according to them I am going in deep of the topic. Then they complained I am speaking fast and teaching topic in depth. Then I contacted a teacher (in the same department from other campus) and asked about his teachings strategy materials. He told me that he is tecahing the topics in same manner.

Then student continuously said that they are unable to understand my lectures. I asked my colleague to talk to them. Ahe talked to students and told me that don't force students to learn. If four students are responsing means my lecture is understandable (among whole class 4 to 5 students were alwayz responding to me). So continue teaching as you are teaching.

So I followed his advice not completely but to some extent. Now they all are happy because I am not asking for their response but they didn't stop insulting.

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    maybe a better fit for academia.stackexchange.com? – Daniel Aug 14 at 10:42
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    I can't help you, but I just wanted to say it's great that you actually care and wish to improve. Teaching is a learned skill, and so many knowledgable people are awful educators but refuse to accept it. I think even acknowledging it puts you in a great position – Dan Aug 14 at 10:44
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    academia.stackexchange.com/questions/152135/… sorry, i forgot the link: this is the question (and more by the same user) that may help you. – guest Aug 14 at 10:45
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    I’m voting to close this question because the interactions described here are specific to academia, not to a workplace. As suggested, it might be better on Academia SE. – Philip Kendall Aug 14 at 11:04
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    Step 1 is to establish who "they" are. When I give a talk, there are always a few who feel it was too simple and introductory, and and a few who feel it was to advanced and complicated. You cannot achieve "nobody thinks I am teaching at the wrong pace". Wanting to improve is great; changing your course every week on the fly in response to a few complaints is not only hard on you, it's hard on the other students who were not complaining. – Kate Gregory Aug 14 at 17:06
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Teaching customs, and student expectations, differ greatly from country to country, and from campus to campus. It depends a lot on where you are.

For example, in math classes in the United States, it is not typical that you can call on the class and expect students to answer. This goes especially if you have a particular answer in mind, which you hope the students will give. It is not that students are lazy, but rather that social customs go against it.

Your desire to improve is commendable! I'd recommend seeking out other professors, possibly in different departments, but at the same university. Your university might have a "Center for Teaching Excellence" or something similar; if so, make an appointment, talk to somebody, and listen to their advice.

Overall, you might not be able to recreate the atmosphere in which you yourself thrived. Think about your goals as an educator, and try to understand the constraints in which you are operating -- and you can look forward to improvement and success.

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  • What exactly are these social customs you speak of – Donald Aug 15 at 19:00
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There are possibly some things you can do, you can ask students for feedback in an informal teacher evaluation. With open questions you can get some clues as to what part of your teaching might be causing issues.

Another solution is to film yourself teaching. This way instead of telling how you are doing things you can evaluate yourself and have other evaluate how you teach.With this in mind you can then compare to others and see what might be improved, though this requires to take a step back and be objective about yourself.

Going by your own point of view when talking about your teaching method is highly biased and never tells the whole story.

There is also a possibility that the students are not familiar with your approach or have a personnal stake against you. But the latter should only be considered as the last option on the list.

Hope this helps.

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