Some good points-- and interestingly, we get back to even Robin's post about
the unlikeable employee. Many fascinating and valuable folks in a university
are a bit irritable, lack social skills, can be very creative and productive in
research or other scholarly activities, but not always easy to relate to, work
with, etc. (In my experience, I am thinking of colleagues in English and
Physics here NOT psych of course!) They may attract students or at least be
respected in their fields, but might not always be popular with the general
consumer-oriented "I paid so pass me on" student. Many faculty, in the
sciences especially, have felt the need to be more entertaining and likeable to
adapt to this consumer-oriented climate of contemporary "higher highschool"
that is college these days. Class evaluations ARE used in tenure, promotions,
and other judgments in colleges. But is there still a place for that eccentric
and perhaps more introverted, but creative, curmudgeon professor?
If such personality problems/issues become "disorders" and are seen as due
to ADHD or Aspbergers, then how can we expect people to have to change to fit
our template or model of acceptable social behavior? Will ADHD-ers and
OCD-ers, and those with a range of problems that might affect work-place
relations insist instead we celebrate their differences and make places for
them? Is it a mandate that social skills be developed and applied where
appropriate? The issue again becomes that of an effective and productive
workplace, so the type of work is important--business office, university,
hospital, etc. Our ability to tolerate differences and interpersonal
challenges will vary in each setting in accordance with such work goals.
Gary
Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[email protected]
>>> David Campbell <[email protected]> 1/14/2009 2:36 pm >>>
Annette,
I agree that teacher popularity is heavily influenced by social skills. But I
generally believe these skills can be developed and applied where appropriate.
Smiling, looking a student in the eye, responding in a supportive manner, and
acting generally "approachable" are intentional behaviors -- all under the
instructor's control (if she/he chooses to focus on them). And they can be made
to feel more "natural" through motivated practice. Those of us who act less
approachable and who maintain a professional distance from our students may
feel comfortable that our students are learning at a high level. However we run
the risk of suffering on our course evaluations -- the available research
indicates that students under such instructors will report relatively negative
affect (dislike of the teacher, attributing negative traits to the teacher) and
even will indicate that they have learned less in such classes.
Given what I have learned about this issue, I think it is sensible for us to
maintain our high standards and challenging assignments -- but while doing so,
work on developing skills that make us appear friendly, caring, and
approachable. It's a winning combination: our students learn a lot and we will
be popular with them (hence, positive applause meter scores go into our
tenure/promotion files).
Those interested in this topic might try a PsycINFO search using "teacher
immediacy" as a starting point. Articles like the following will come up:
Communication Monographs
Vol. 71, No. 2, June 2004, pp. 184-207
A Meta-Analytical Review of the Relationship between Teacher Immediacy and
Student Learning
Paul L. Witt, Lawrence R. Wheeless & Mike Allen
--Dave
----- Original Message -----
From: [email protected]
We're back to considering easy and difficult personalities, as in the previous
discussion we've been having. Popularity is largely a function of social skills
and let's face it, by the time people get to teaching age, they either have
them or they don't; and even if they don't I don't believe there is a whole lot
people can do to improve that--I'm not saying there's nothing you can do, but
just not a whole lot. What makes a person popular can be a whole slew of things
including ease or difficulty of material--most people who teach stats or
biopsych can vocally attest to that! Or ease of difficulty of a particular
person's grading scheme, etc. Too complicated to compensate people based only
on teaching evals.
Annette
Annette Kujawski Taylor, Ph.D.
--
___________________________________________________________________
David E. Campbell, Ph.D.
[email protected]
http://www.humboldt.edu/~campbell/psyc.htm
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