I think you answered your own question in your praise of Dunn's view on not 'being friends.'
I interpret Dunn's statement on genuineness as simply to avoid 'acting a role' while teaching. Self revelations are not what he's talking about and crosses over into the 'being friends' area. Don't 'put on airs' or try to act folksy if that is not genuinely your personality because it will appear obviously false. The teacher that takes a seat on top of the desk in order to look relaxed, but really doesn't appear relaxed is creating awkwardness. The teacher that tries to use 'hip language' without it being part of their own everyday interactions is begging to be outed as a phony. Being yourself in the classroom is no different than being yourself over dinner. Certain topics are best left taboo, certain personal revelations will silence the table unnecessarily, etc. That's not to say that Paul in front of the classroom is the same Paul that interacts with my daughter, wife, colleagues, etc. Self-complexity theory tells us it is expected that we call on different aspects of our personality for the various roles we have in life. But, it is all still our own personality, with different facets being emphasized compared to others, depending on the role. I see no conflict. I do see a slippery slope and have found myself sliding down it occasionally. But, with a little self-monitoring it is usually not a big problem. Paul On Aug 9, 2013, at 10:34 AM, Mike Palij wrote: > 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] > > > --- > You are currently subscribed to tips as: [email protected]. > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003&n=T&l=tips&o=26901 > or send a blank email to > leave-26901-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu > --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=26902 or send a blank email to leave-26902-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
