On Fri, 09 Aug 2013 05:41:40 -0700, Paul C Bernhardt wrote:
A blog/column for Psychology Today by Dana Dunn.
http://www.psychologytoday.com/blog/head-the-class/201308/timely-tips-new-college-teachers
I think that the pointers that Dunn gives are good and that
I pretty much follow them (which might be why I think they're
pretty good ;-). However, there is one point that I think
requires some careful consideration:
7. Be yourself in the classroom as much as possible.
I think more discussion about the "teacher/professor role" is
needed. Dunn provides good advice: "be friendly, not
friends" (yes, I know, some Tipsters may will say this is
what is wrong with professors, especially the ones who
talks about their student "friends' " lives, reactions, and
comments and questions). Dunn also says: "be approachable,
encouraging, and friendly -- but not friends." I think that
it is important that a teacher/professor should express and
imply that can they can be asked questions both in and
outside of class (though limited by context). But one might
want to read the APA code of ethics on dual relationships
as a reminder of where the lines should drawn.
When Dunn writes "authentic teachers present themselves
as they are, they don't pretend to be someone else", I
have to wonder what this really means. I've known
professors who were alcoholics (sometimes showing up
to school and class drunk), promiscuous (and saw
students as one source of partners), and, of course,
the closeted homosexuals who, depending upon where they
taught, might have to be very careful about being outed
for fear of losing their position (especially those people
who provide no obvious indicators such as effeminate
males or butch females).
Back in the1960s and 1970s, it was not uncommon for
graduate students and undergraduates to know which
faculty carried on affairs (again, with students and others)
and were substance abusers. (using alcohol, LSD, cocaine
etc.; do any schools still have a Dean's "Sherry Hour" on
Friday afternoons?). Consider Milgram: did he discuss his
cocaine and other drug use in class? Would having done so
made him more authentic or more "himself" (if I read Glass'
biography correctly, Milgram did not make much of a public
issue of his drug use). I'm sure that some professors talked
about their LSD trips and use of hallucinogens as a means
of expanding consciousness. Perhaps this would make sense
in certain contexts but not others. Did talking about these
things make these people better teachers?
And what about the teacher/professor with physical and/or
mental illness? How revealing should one be if they have
bipolar disorder? Or some neurological illness? Or does
HIPAA privacy considerations take precedents? Should
"hidden disabilities" be presented by teachers/professors
as an explanation why the person may seem a little "eccentric"
at times? What if a professor feels it is no one's business
(outside of a small group of people) what illnesses one might
have? Is keeping quiet about such things even in context
where it would seem appropriate to present it "not being
oneself"?
Being "yourself" in the classroom is a slippery concept
and is a double bladed sword: there are beliefs and
attitudes that a person may have that are generally
seen as being reasonable but there are also beliefs
and attitudes that may seem extreme (beliefs about
why certain ethnic/racial groups differ, whether gender
differences should put restrictions on what one gender
might/should be allowed to do, whether sexual orientation
should be interpreted in terms of being natural or unnatural
activities, the validity of particular religious beliefs, etc.).
If one is a racist, I think that most will agree that expression
of such views should be moderated in the classroom.
The problem arises when one concentrates their lecture
material on, say, what some have called studies in "scientific
research", that is, research that supports certain racist beliefs.
How authentic should a teacher/professor be about such
beliefs? I doubt any such person would be completely
open about such beliefs (e.g., on the first day of classes
saying "Okay, so the Asians will probably all get an 'A',
the White people's grades will range from A to F, and the
remainder will probably fail the course"). How authentic
do we want such a person to be?
Then again, some institutions require their faculty to follow
certain restrictions, especially religious colleges. Some may
require their faculty to "Abstain from alcoholic beverages,
tobacco, tea, coffee, and substance abuse" (No Starbucks
on those campuses, I suspect). Being yourself in certain
places may result in one not being employed in those places
for long, especially if you need to drink coffee to get you
through your lecture.
So, is it really "be yourself" or "know your role"? Some
schools might emphasize the first position while others
emphasize the second position. Should one adapt their
behavior to the local context or should one try to be
an "authentic person"?
-Mike Palij
New York University
[email protected]
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