23 Practical Strategies to Help New Teachers Thrive

young professor at chalkboard
“If you know the content, you can teach.” How many of us have heard this sentiment before? How many of us believe it ourselves? It is easy to assume that a content expert is automatically qualified to teach a course on his or her area of expertise. Much of the graduate-level preparation for entering university teaching is based on this assumption; graduate students study their subject areas, but little discussion is had about how to teach and what methods might be most effective. This is regrettable, because while content is important, the content needs to have solid pedagogy behind it in order to be effective in the classroom. Content can fall flat if all the instructor is doing is sharing the information in didactic fashion. The concept extends to become a belief that good teachers don’t need to practice. This belief is also false, as many faculty development experts know; faculty development usually means remediation, whether one is dealing with experienced administrators or new faculty. Higher education supports this myth; if an instructor gets good ratings and is considered a “good teacher,” then no one recommends that he or she work with a faculty developer. However, few instructors can say that they have had an entire class period go perfectly, let alone an entire course. The reality is, there are ways to improve a class in both large and small ways every day. What works well one semester may not work well the next time the course is taught. There is always more to learn and there are always better ways to serve students.

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“If you know the content, you can teach.” How many of us have heard this sentiment before? How many of us believe it ourselves? It is easy to assume that a content expert is automatically qualified to teach a course on his or her area of expertise. Much of the graduate-level preparation for entering university teaching is based on this assumption; graduate students study their subject areas, but little discussion is had about how to teach and what methods might be most effective. This is regrettable, because while content is important, the content needs to have solid pedagogy behind it in order to be effective in the classroom. Content can fall flat if all the instructor is doing is sharing the information in didactic fashion. The concept extends to become a belief that good teachers don’t need to practice. This belief is also false, as many faculty development experts know; faculty development usually means remediation, whether one is dealing with experienced administrators or new faculty. Higher education supports this myth; if an instructor gets good ratings and is considered a “good teacher,” then no one recommends that he or she work with a faculty developer. However, few instructors can say that they have had an entire class period go perfectly, let alone an entire course. The reality is, there are ways to improve a class in both large and small ways every day. What works well one semester may not work well the next time the course is taught. There is always more to learn and there are always better ways to serve students. Professional athletes continue to practice their craft. Should professional teachers do any less? Drawing upon his 15 years of teaching and mentoring experience, Professor Ike Shibley, Jr. offers compelling and realistic advice on day-to-day teaching and improving student learning to guide new faculty members around predictable pitfalls and set them on the path to a rewarding teaching career. This 45-page white paper covers:

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