During my teaching experiences, I realized that there are certain similarities with teaching at a school and teaching at a university. I also realized that one needs to have certain skills and knowledge to teach at the university.
I like having the role of facilitator in the classroom. In other words, I prefer guiding and assisting my students in learning for themselves (Grasha, 1994). Therefore, I ask several guidance questions throughout the lesson. This may be annoying for some of the students who have little or no experience about student-centered learning and who have the expectation for getting the lecture. Some of my students in their reflections mentioned about my questions. It may be criticism from their perspective but I see it as positive feedback and it makes me feel that I am on the right way. I do not tend to give the answers; instead, I try to guide students by asking different questions to make them find the answer on their own.
I also give importance to peer learning. I support the idea that “Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers” (Boud, 2001, p. 23). One of my students in her reflection mentioned how she liked and learned from her peers during peer discussion, think-pair-share activities and group activities. Although it is crucial to facilitate peer learning, I learned that the instructor needs to be careful about grouping, individual differences, giving clear instructions, and being aware of the individual roles in the group.
The student-teacher relationship is highly important in my teaching. I try to construct a positive professional relationship with my students. I try to respond to their questions, if I do not know the answer, I learn and get back to them. I also try to respond to their emails as soon as possible. I want them to realize that I give importance to them and their learning. I try to treat them the way I would like to be treated. Some of my students mentioned this in their reflections and it makes me feel good as I realize that I achieve my goal. Having a positive learning environment may encourage students and increase achievement.
All in all, I can conclude by saying that I learned a lot from my teaching experiences but it is a lifelong process, I keep learning. Considering student reflections, I will try to be careful about my questions. Maybe some of the students need more guided questions whereas some of them can work on open-ended questions. By following the latest improvements in science education, I will work on improving my teaching skills.
References:
Boud, D. (2001). ‘Introduction: Making the Move to Peer Learning’. In Boud, D., Cohen, Ruth & Sampson, Jane (Ed.). Peer Learning in Higher Education: Learning From & With Each Other. London: Kogan Page Ltd, 1–17.
Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149.
Please also read student evaluations regarding my teaching at Syracuse University.