8 SIMPLE RULES FOR TEACHER TO MOTIVATING STUDENTS

MOTIVATING STUDENTS: 8 SIMPLE RULES FOR TEACHERS

By Lana Becker and Kent N. Schneider, East Tennessee State University
becker@etsu.edu or kent@etsu.edu Reprinted from The Teaching Professor
by permission from Magna Publications, Inc., Madison, Wis.
www.magnapubs.com. Subscriptions and submissions at custserv@magnapubs.com
August/September 2004 Principles of Accounting has the reputation of being a "hard and boring" course. It is difficult to motivate students to invest the time and effort necessary to succeed in the course. To meet this challenge, we have assembled a list of eight simple rules for keeping students focused and motivated. These rules are not original, and they aren't just for those of us who teach accounting classes. Indeed, most of these time-honored suggestions apply to any course students find hard and boring, and we think that makes them broadly applicable.
Rule 1: Emphasize the most critical concepts continuously. Reiterate these concepts in lectures and assignments throughout the course. Include questions relating to these critical subjects on every exam, thus rewarding students for learning, retaining, and, hopefully, applying this knowledge in a variety of contexts.
Rule 2: Provide students with a "visual aid" when possible to explain abstract concepts. A significant proportion of today's students are visual learners. For these students, a simple diagram or flowchart truly can be more valuable than a thousand words in a text or a lecture.
Rule 3: Rely on logic when applicable. Point out to students which information is merely "fact" that must be memorized and which course material is based upon "logic." Show students how to employ logical thinking to learn and retain new information. For example, in the double-entry bookkeeping system, "debits" equal "credits," and debit entries cause assets to increase. These are "facts" or features of the system; they are not based on logic. However, once the student accepts the system, logic can be used to operate within the system. Continuing the example, if debit entries increase assets, it is logical that credit entries will cause assets to decrease.
Rule 4: Use in-class activities to reinforce newly presented material. After a new concept or subject has been presented via text reading, lecture, or class discussion, allow the students to put the concept into action by completing an in-class assignment. These assignments can be short, but they must be developed to ensure that the students understand the critical concepts underlying the new material. Typically, the most learning takes place when the students are permitted to work in small groups, to refer to their text and notes, and to ask questions of the instructor while completing the assignment. If these in-class assignments are part of the course grading scheme, class attendance also improves.
Rule 5: Help students create a "link" when teaching something new. If the student can "link" the new material to something already learned, the odds of learning the new material are greatly increased. Examples of possible links include: prior material learned in this course (e.g., the critical concepts described in Rule 1), material learned in prerequisite courses, and "real-life" experiences of the students outside the classroom.
Rule 6: Recognize the importance of vocabulary in a course. Students often struggle with new vocabulary in many courses, especially introductory ones. To succeed in these courses, students must become comfortable with the new terminology. As subjects are presented, new and/or confusing terms should be identified and introduced to the students. Present "real-world" definitions and alternative terminology, in addition to textbook definitions. One way to help students assimilate the course vocabulary is to create a "living" glossary on the instructor's website where new terminology is added, explained, and illustrated throughout the course.
Rule 7: Treat students with respect. Patronizing behavior may be expected in primary school teachers, and :drill sergeant" strategies may be effective in military book camps. However, most college student will not respond well to these techniques. Give students their dignity, and they will give you their best efforts.
Rule 8: Hold students to a high standard. If students are not required to maintain a specified level of learning and performance, only the most highly motivated students will devote the time and effort necessary to learn. In contrast, maintaining high standards not only will motivate student learning, it will also be the source of student feelings of accomplishment when those standards are met.
Each of these rules can help motivate even the most lethargic student, but Rule 7 and 8 are the most important. If students are not treated with respect and held to a high standard, scrupulously following the first six rules will have much less impact and might end up being an exercise in futility.

MOTIVATING STUDENTS

MOTIVATING STUDENTS

By Barbara Gross Davis, University of California, Berkeley.
From Tools for Teaching, copyright by Jossey-Bass. For purchase or reprint information,
contact Jossey-Bass. Reprinted here with permission, September 1, 1999.

Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" (Ericksen, 1978, p. 3). Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. Unfortunately, there is no single magical formula for motivating students. Many factors affect a given student's motivation to work and to learn (Bligh, 1971; Sass, 1989): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges. Researchers have begun to identify those aspects of the teaching situation that enhance students' self-motivation (Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated independent learners, instructors can do the following: Give frequent, early, positive feedback that supports students' beliefs that they can do well. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation.

General Strategies

Capitalize on students' existing needs. Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs. (Source: McMillan and Forsyth, 1991) Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See "Leading a Discussion," "Supplements and Alternatives to Lecturing," and "Collaborative Learning" for methods that stress active participation. (Source: Lucas, 1990) Ask students to analyze what makes their classes more or less "motivating." Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation: Instructor's enthusiasm Relevance of the material Organization of the course Appropriate difficulty level of the material Active involvement of students Variety Rapport between teacher and students Use of appropriate, concrete, and understandable examples

Incorporating Instructional Behaviors That Motivate Students

Hold high but realistic expectations for your students. Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success. (Sources: American Psychological Association, 1992; Bligh, 1971; Forsyth and McMillan, 1991 -1 Lowman, 1984) Help students set achievable goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979; Forsyth and McMillan, 1991) Tell students what they need to do to succeed in your course. Don't let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that "If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help." Or instead of saying, "You're way behind," tell the student, "Here is one way you could go about learning the material. How can I help you?" (Sources: Cashin, 1979; Tiberius, 1990) Strengthen students' self-motivation. Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards. Instead of saying, "I require," "you must," or "you should," stress "I think you will find. . . " or "I will be interested in your reaction." (Source: Lowman, 1990) Avoid creating intense competition among students. Competition produces anxiety, which can interfere with learning. Reduce students' tendencies to compare themselves to one another. Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students' performance and from comments or activities that pit students against each other. (Sources: Eble, 1988; Forsyth and McMillan, 1991) Be enthusiastic about your subject. An instructor's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way topresent the material, however dull the material itself may seem to you.

Structuring the Course to Motivate Students

Work from students' strengths and interests. Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students' interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals. (Sources: Brock, 1976; Cashin, 1979; Lucas, 1990) When possible, let students have some say in choosing what will be studied. Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course. (Sources: Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman, 1984) Increase the difficulty of the material as the semester progresses. Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge. (Source: Cashin, 1979) Vary your teaching methods. Variety reawakens students' involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work. (Source: Forsyth and McMillan, 1991)

De-emphasizing Grades

Emphasize mastery and learning rather than grades. Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a student's final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from. Researchers recommend de-emphasizing grading by eliminating complex systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes) (Forsyth and McMillan, 1991; Lowman 1990). Instead, assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress. Design tests that encourage the kind of learning you want students to achieve. Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study. (Source: McKeachie, 1986) Avoid using grades as threats. As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students may resort to academic dishonesty, excuses for late work, and other counterproductive behavior.

Motivating Students by Responding to Their Work

Give students feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a student's response was good, with an indication of why it was good, or mentioning the names of contributors: "Cherry's point about pollution really synthesized the ideas we had been discussing." (Source: Cashin, 1979) Reward success. Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students' self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a student's performance is weak, let the student know that you believe he or she can improve and succeed over time. (Sources: Cashin, 1979; Lucas, 1990) Introduce students to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individual students with the class as a whole: Pass out a list of research topics chosen by students so they will know whether others are writing papers of interest to them. Make available copies of the best papers and essay exams. Provide class time for students to read papers or assignments submitted by classmates. Have students write a brief critique of a classmate's paper. Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture. Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded. (Source: Cashin, 1979) Avoid demeaning comments. Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy. Avoid giving in to students' pleas for "the answer" to homework problems. When you simply give struggling students the solution, you rob them of the chance to think for themselves. Use a more productive approach (adapted from Fiore, 1985): Ask the students for one possible approach to the problem. Gently brush aside students’ anxiety about not getting the answer by refocusing their attention on the problem at hand. Ask the students to build on what they do know about the problem. Resist answering the question "is this right?" Suggest to the students a way to check the answer for themselves. Praise the students for small, independent steps. If you follow these steps, your students will learn that it is all right not to have an instant answer. They will also learn to develop greater patience and to work at their own pace. And by working through the problem, students will experience a sense of achievement and confidence that will increase their motivation to learn.

Motivating Students to Do the Reading

Assign the reading at least two sessions before it will be discussed. Give students ample time to prepare and try to pique their curiosity about the reading: "This article is one of my favorites, and I'll be interested to see what you think about it." (Sources: Lowman, 1984; "When They Don't Do the Reading," 1989) Assign study questions. Hand out study questions that alert students to the key points of the reading assignment. To provide extra incentive for students, tell them you will base exam questions on the study questions. (Source: "When They Don't Do the Reading," 1989) If your class is small, have students turn in brief notes on the day's reading that they can use during exams. At the start of each class, a professor in the physical sciences asks students to submit a 3" x 5" card with an outline, definitions, key ideas, or other material from the day's assigned reading. After class, he checks the cards and stamps them with his name. He returns the cards to students at a class session prior to the midterm. Students can then add any material they would like to the cards but cannot submit additional cards. The cards are again returned to the faculty member who distributes them to students during the test. This faculty member reports that the number of students completing the reading jumped from 10 percent to 90 percent and that students especially valued these "survival cards." Source: Daniel, 1988) Ask students to write a one-word journal or one-word sentence. Angelo (1991) describes the one-word journal as follows: students are asked to choose a single word that best summarizes the reading and then write a page or less explaining or justifying their word choice. This assignment can then be used as a basis for class discussion. A variation reported by Erickson and Strommer (199 1) is to ask students to write one complex sentence in answer to a question you pose about the readings and provide three sources of supporting evidence: "In one sentence, identify the type of ethical reasoning Singer uses in his article 'Famine, Affluence, and Morality.' Quote three passages that reveal this type of ethical reasoning" (p. 125). Ask nonthreatening questions about the reading. Initially pose general questions that do not create tension or feelings of resistance: "Can you give me one or two items from the chapter that seem important?" "What section of the reading do you think we should review?" "What item in the reading surprised you?" "What topics in the chapter can you apply to your own experience?" (Source: "When They Don't Do the Reading," 1989) Use class time as a reading period. If you are trying to lead a discussion and find that few students have completed the reading assignment, consider asking students to read the material for the remainder of class time. Have them read silently or call on students to read aloud and discuss the key points. Make it clear to students that you are reluctantly taking this unusual step because they have not completed the assignment. Prepare an exam question on undiscussed readings. One faculty member asks her class whether they have done the reading. If the answer is no, she says, "You'll have to read the material on your own. Expect a question on the next exam covering the reading." The next time she assigns reading, she reminds the class of what happened the last time, and the students come to class prepared. (Source: "When They Don't Do the Reading," 1989) Give a written assignment to those students who have not done the reading. Some faculty ask at the beginning of the class who has completed the reading. Students who have not read the material are given a written assignment and dismissed. Those who have read the material stay and participate in class discussion. The written assignment is not graded but merely acknowledged. This technique should not be used more than once a term. (Source: "When They Don't Do the Reading," 1989)

References

American Psychological Association. Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform. Washington, D.C.: American Psychological Association, 1992. Ames, R., and Ames, C. "Motivation and Effective Teaching." In B. F. Jones and L. Idol (eds.), Dimensions of Thinking and Cognitive Instruction. Hillsdale, N. J.: ErIbaum, 1990. Angelo, T. A. "Ten Easy Pieces: Assessing Higher Learning in Four Dimensions." In T. A. Angelo (ed.), Classroom Research: Early Lessons from Success. New Directions for Teaching and Learning, no. 46. San Francisco: Jossey-Bass, 1991. Bligh, D. A. What's the Use of Lecturing? Devon, England: Teaching Services Centre, University of Exeter, 1971. Brock, S. C. Practitioners' Views on Teaching the Large Introductory College Course. Manhattan: Center for Faculty Evaluation and Development, Kansas State University, 1976. Cashin, W. E. "Motivating Students." Idea Paper, no. 1. Manhattan: Center for Faculty Evaluation and Development in Higher Education, Kansas State University, 1979. Daniel, J. W. "Survival Cards in Math." College Teaching, 1988, 36(3), 110. Eble, K. E. The Craft of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1988. Ericksen, S. C. "The Lecture." Memo to the Faculty, no. 60. Ann Arbor: Center for Research on Teaching and Learning, University of Michigan, 1978. Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991. Fiore, N. "On Not Doing a Student's Homework." Chemistry TA Handbook. Berkeley: Chemistry Department, University of California, 1985. Forsyth, D. R., and McMillan, J. H. "Practical Proposals for Motivating Students." In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice. New Directions in Teaching and Learning, no. 45. San Francisco: Jossey-Bass, 1991. Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984. Lowman, J. "Promoting Motivation and Learning." College Teaching, 1990, 38(4), 136-39. Lucas, A. F. "Using Psychological Models to Understand Student Motivation." In M. D. Svinicki (ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-Bass, 1990. McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986. McMillan, J. H., and Forsyth, D. R. "What Theories of Motivation Say About Why Learners Learn." In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice. New Directions for Teaching and Learning, no. 45. San Francisco: Jossey-Bass, 1991. Sass, E. J. "Motivation in the College Classroom: What Students Tell Us." Teaching of Psychology, 1989, 16(2), 86-88. Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. Toronto: Ontario Institute for Studies in Education Press, 1990. Weinert, F. E., and Kluwe, R. H. Metacognition, Motivation and Understanding. Hillsdale, N.J.: Erlbaum, 1987. "When They Don't Do the Reading." Teaching Professor, 1989, 3(10), 3-4.

DIFFICULT BEHAVIOURS IN THE CLASSROOM

DIFFICULT BEHAVIORS IN THE CLASSROOM

From "Getting the Most out of Your AIDS/HIV Trainings"
East Bay AIDS Education Training Center
Adapted from: California Nurses Association, AIDS Train the Trainer Program for Health Care Providers (1988)

BEHAVIOR: Rambling -- wandering around and off the subject. Using far-fetched examples or analogies. POSSIBLE RESPONSES: Refocus attention by restating relevant point. Direct questions to group that is back on the subject Ask how topic relates to current topic being discussed. Use visual aids, begin to write on board, turn on overhead projector. Say: "Would you summarize your main point please?" or "Are you asking...?" BEHAVIOR: Shyness or Silence -- lack of participation. POSSIBLE RESPONSES: Change teaching strategies from group discussion to individual written exercises or a videotape Give strong positive reinforcement for any contribution. Involve by directly asking him/her a question. Make eye contact. Appoint to be small group leader. BEHAVIOR: Talkativeness -- knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES: Acknowledge comments made. Give limited time to express viewpoint or feelings, and then move on. Make eye contact with another participant and move toward that person. Give the person individual attention during breaks. Say: "That's an interesting point. Now let's see what other other people think." BEHAVIOR: Sharpshooting -- trying to shoot you down or trip you up. POSSIBLE RESPONSES: Admit that you do not know the answer and redirect the question the group or the individual who asked it. Acknowledge that this is a joint learning experience. Ignore the behavior. BEHAVIOR: Heckling/Arguing -- disagreeing with everything you say; making personal attacks. POSSIBLE RESPONSES: Redirect question to group or supportive individuals. Recognize participant's feelings and move one. Acknowledge positive points. Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree." BEHAVIOR: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners. POSSIBLE RESPONSES: Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or "Can you restate that as a question?" or "We'd like to hear more about that if there is time after the presentation." BEHAVIOR: Overt Hostility/Resistance -- angry, belligerent, combative behavior. POSSIBLE RESPONSES: Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. Respond to fear, not hostility. Remain calm and polite. Keep your temper in check. Don't disagree, but build on or around what has been said. Move closer to the hostile person, maintain eye contact. Always allow him or her a way to gracefully retreat from the confrontation. Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure. Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..." Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position. Ignore behavior. Talk to him or her privately during a break. As a last resort, privately ask the individual to leave class for the good of the group. BEHAVIOR: Griping -- maybe legitimate complaining. POSSIBLE RESPONSES: Point out that we can't change policy here. Validate his/her point. Indicate you'll discuss the problem with the participant privately. Indicate time pressure. BEHAVIOR: Side Conversations -- may be related to subject or personal. Distracts group members and you. POSSIBLE RESPONSES: Don't embarrass talkers. Ask their opinion on topic being discussed. Ask talkers if they would like to share their ideas. Casually move toward those talking. Make eye contact with them. Comment on the group (but don't look at them "one-at-a-time"). Standing near the talkers, ask a nea-by participant a question so that the new discussion is near the talkers. As a last resort, stop and wait.

KEYS FOR MANAGING CHALLENGING STUDENT BEHAVIORS

• Instead of holding your students with an iron grip, allow them to be themselves until (and unless) their behavior distracts you or others in the class.
• When you notice unproductive behavior, nip it in the bud. Otherwise, you send a clear message to the students that it's OK for them to talk while you are talking, etc.
• Use classroom management techniques before you become irritated, impatient or upset. We are much more powerful when we are centered, when we like out students, and when we view our students with fondness rather than impatience.
• Allow students to save face. When we put students down in front of others, the entire class of students will turn against us.
• Do all you can to feel good about yourself and others on a daily basis. Your attitude will come across to your students, so it is important to be in good mental and physical shape.
• If, by chance, you feel that you have spoken sharply in an attempt to manager your students, own up to it. "Wow, that sounded harsh. Forgive me!"
• Remind yourself: "If teaching were easy, everyone would be doing it." Teaching in front of a classroom full of students can be challenging, but on the other hand, very rewarding!

THE TOP TEN REQUIREMENTS ABOUT GOOD TEACHING

GOOD TEACHING: THE TOP TEN REQUIREMENTS

By Richard Leblanc, York University, Ontario This article appeared in The Teaching Professor after Professor Leblanc won a Seymous Schulich Award for Teaching Excellence including a $10,000 cash award. Reprinted here with permission of Professor Leblanc, October 8, 1998.

One. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. Two. Good teaching is about substance and treating students as consumers of knowledge. It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.
Three. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.
Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.
Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.
Six. This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.
Seven. Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.
Eight. Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.
Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.
Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

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Kebahagian Seorang Guru

Joko Wahyono

Suatu ketika di kantor guru, saya kedatangan seorang tamu, seorang teman memberi tahu saya bahwa saya sedang dicari seseorang berseragam polisi, wah ada apa nich..? tanya saya dalam hati, pikiran saya sudah mulai menebak-nebak, apa ada anak yang tawuran? Atau ada sesuatu yang tidak beres di sekolah ini, pikir saya. Dengan deg-deg an, saya minta tamu tersebut masuk ke ruang kantor saya. Sesaat masuk, tamu dengan pakaian dinas polisi tersebut, memberi hormat kepada saya dan dengan sikap tegap mengatakan. “Lapor Pak, Saya Letnan Satu Herzoni Saragih, murid Bapak angkatan pertama SMP YPPSB, saat ini bertugas menjadi Kepala Polisi Sektor ....di Kabupaten Bulungan Kaltim”. Sontak saya peluk dia. Herzoni bercerita banyak tentang tugas-tugasnya, teman seangkatannya yang telah jadi dokter, pengusaha cargo, ada yang jadi karyawan di perusahaan asing, ada yang melanjutkan kuliah di luar negri dan lain-lain. Mendengar itu semua, ada air mata bahagia, ada aliran hangat yang menyelimuti hati saya. Ada rasa bangga bahwa murid saya telah berhasil mencapai apa yang dicita-citakan, ada rasa haru atas pengakuan dan rasa hormat murid saya tersebut, walau sudah berpisah sekian lama. Ada rasa bahagia di hati saya.

Pada kisah yang lain, saya mendapat informasi dari teman-teman guru dan para orang tua murid bahwa salah satu bekas murid saya yang dulu sangat dekat dengan saya, telah menjadi preman di kawasan Town Hall, sebuah kawasan perniagaan di kota Sangatta kabupaten Kutai Timur. Namanya sebut saja Robin. Dari info yang saya dapatkan penampilan Robin sudah sangat berbeda, rambutnya gondrong, pakai kalung, dan anting-anting, pakaian khasnya rompi kulit, pakai ikat kepala gaya penyanyi rap, matanya merah, mulutnya bau minuman keras, dan lain-lain. Pendek kata label preman telah diberikan lingkungannya terhadap Robin. Ada rasa gundah di hati saya, ada rasa sedih yang menyelimuti hati saya, ada beribu-ribu pertanyaan di pikiran saya, apa yang terjadi pada anak tersebut? Dan mengapa dia memilih menjadi preman pasar seperti itu?

Suatu ketika, secara tidak sengaja saya bertemu Robin, dia ingin menghindari saya namun saya coba panggil namanya, saya hampiri dan salami dia dengan hangat. Saya tatap matanya?, saya menduga ada luka yang mendalam terlihat dari sorot matanya. Saya tanya apa kabarnya?, dia menjawab yah beginilah Pak, seperti yang bapak lihat. Dia mengatakan, apakah Bapak tidak malu mempunyai murid seperti saya? Tanyanya. Saya menjawab "Malu?, mengapa harus malu?, jadi apapun kamu, kamu telah ditakdirkan menjadi murid saya. Kata-kata itu spontan keluar dari mulut saya. Kami mencari tempat duduk yang nyaman, di teras sebuah toko yang dirindangi pohon. Saya menjadi pendengar yang baik dari masalah yang telah menimpa dirinya, “Ayah saya kawin lagi, dia tidak mempedulikan kami, dia berlaku kasar terhadap Ibu saya, Kalau ketemu akan saya bunuh mereka”. Kata Robin dengan geramnya. Saya mencoba berempati, mendengarkan "curhat"nya, setelah semua sudah dicurahkan saya mencoba menanyakan kembali sebenarnya dia dulu memiliki cita-cita seperti apa?, ”Saya ingin jadi arsitek Pak, saya tinggalkan kuliah saya karena masalah ini”. Katanya. Tidak banyak yang bisa saya berikan, saya hanya mendengarkan dan menggali harapannya. Sebelum berpisah, saya tepuk pundaknya dan saya katakan, “Kamu anak cerdas dan kamu pasti bisa jadi Arsitek”.  Saya sampaikan juga  bahwa  saya bersedia bertemu kapan saja yang dia butuhkan.

6 bulan kemudian, saat saya dan keluarga sedang menikmati liburan di Kawasan  Mall Mesra Indah di Samarinda. Ada seorang pemuda memanggil saya, Pak Joko...Pak Joko...., Saya Robin Pak. Saya hampir tidak mengenalnya, rambutnya rapi, pakaiannya rapi dan sopan, sorot matanya penuh keceriaan. Dia mengatakan, saat ini saya kuliah lagi, Pak. Setelah bertemu dengan Bapak, saya terus berpikir dan akhirnya memutuskan kuliah lagi. Subhanallah, perasaan saya yang awalnya gundah, sedih berubah menjadi begitu senang, haru dan bahagia.