Teaching is not simply an occupation or requirement of working in the academy. Instead, it is a unique opportunity to
impart knowledge, encourage critical thinking, and facilitate personal and intellectual development. I agree with actress and comedian Lily Tomlin’s (as “Edith Ann”) notion of a good teacher when she said, “I like a teacher who gives you something to take home and think about besides homework.” Surely, teachers impact students both inside and outside of the classroom. This is particularly true of communication studies teachers who share knowledge and skills that transcend all aspects of life—they teach students to share and interpret life itself. In order to effectively teach the essential elements of communication, teachers play the roles of dynamic instructor, model, coach, cheerleader, and referee.
Dynamic Instructor. The role of classroom instructor is at the heart of the educational experience. However, being a typical, run-of-the-mill instructor is not enough in today’s classroom. Students often need and desire an instructor who uses strategies that captivate their attention and keep them engaged throughout a lecture. Humor, body movement, gestures,
animation, and vocal variety are all tools that dynamic instructors use effectively. While I both fully respect the line that separates education from entertainment and understand that conveying knowledge is the goal of student-teacher classroom interactions, I also believe that dynamism and immediacy can bring a lesson to life and help it echo in students’ minds long after class is dismissed. In short, my favorite and most effective lectures end with appropriate laughter and the breaking of a
sweat.
Model. Following lectures, a common teaching practice is to demonstrate a task before asking the class to perform it. In the case of delivering a speech or presentation, many teachers may show a video of an exemplary performance. I enjoy taking on the role of model and performing the presentation myself. More than that, with the use of classroom technology I am able to
demonstrate brainstorming, outlining, sourcing, and final speech performance in front of my students. This type of modeling functions to alleviate some apprehension that many students have about performance-based assignments by showing them that the task can, in fact, be done.
Coach. After instructing and modeling, I shift to the position of coach. At this stage students take what has been taught and demonstrated and put it to use in some practical way. Using practice speech or debate sessions, where processes can be stopped as they unfold and feedback can be simultaneously given and explained, provide for a more immediate understanding of my comments than does giving feedback only after an assignment is complete. Whether using a speech,
debate, or some other assignment, I coach students by giving useful evaluations during and/or immediately following the process that points out mistakes, highlights successes, and always encourages continual improvement.
Cheerleader. While it may not be possible to connect with each group or individual taught, I remain convinced that they all have potential. Playing the role of cheerleader is intertwined with the aforementioned roles and focuses on encouraging students to realize their potential. Avoiding open criticism in the classroom, always accompanying a correction with a highlight of success, and reassuring students that they are capable of achievement are all ways in which we cheer on our students. Teachers continually encourage students to look inside themselves and do their very best at all they attempt to do—both inside and outside of the classroom.
Referee. All teachers worthy of the title want their students to succeed. We also do our best to ensure that all of our students are treated fairly. In order to make this happen, teachers, at times, must play the role of referee. As referees, we manage our classrooms and make judgments about our policies. In other words, while we want lively classrooms filled with discussion and comfortable students, we cannot lose control of a class to the point that the educational value is lost. For
the sake of the class as a whole we must, at times, step in and regulate our students and their behaviors in constructive ways that emphasize mutual respect.
I do not claim to play all of these roles to perfection, nor do I think it is possible to consistently do so. Given that each group of students and individual student is different, it is important to realize that the emphasis placed on each of these roles varies
from class to class and student to student. Teachers must continually adapt to their environments in order to meet the needs of their students to the extent they are able. This means that playing these various roles and continually shifting between them is something about which teachers must be mindful. When these roles are effectively portrayed in the classroom, students will take home much more than just a grade—they will take home insights about living their lives.
impart knowledge, encourage critical thinking, and facilitate personal and intellectual development. I agree with actress and comedian Lily Tomlin’s (as “Edith Ann”) notion of a good teacher when she said, “I like a teacher who gives you something to take home and think about besides homework.” Surely, teachers impact students both inside and outside of the classroom. This is particularly true of communication studies teachers who share knowledge and skills that transcend all aspects of life—they teach students to share and interpret life itself. In order to effectively teach the essential elements of communication, teachers play the roles of dynamic instructor, model, coach, cheerleader, and referee.
Dynamic Instructor. The role of classroom instructor is at the heart of the educational experience. However, being a typical, run-of-the-mill instructor is not enough in today’s classroom. Students often need and desire an instructor who uses strategies that captivate their attention and keep them engaged throughout a lecture. Humor, body movement, gestures,
animation, and vocal variety are all tools that dynamic instructors use effectively. While I both fully respect the line that separates education from entertainment and understand that conveying knowledge is the goal of student-teacher classroom interactions, I also believe that dynamism and immediacy can bring a lesson to life and help it echo in students’ minds long after class is dismissed. In short, my favorite and most effective lectures end with appropriate laughter and the breaking of a
sweat.
Model. Following lectures, a common teaching practice is to demonstrate a task before asking the class to perform it. In the case of delivering a speech or presentation, many teachers may show a video of an exemplary performance. I enjoy taking on the role of model and performing the presentation myself. More than that, with the use of classroom technology I am able to
demonstrate brainstorming, outlining, sourcing, and final speech performance in front of my students. This type of modeling functions to alleviate some apprehension that many students have about performance-based assignments by showing them that the task can, in fact, be done.
Coach. After instructing and modeling, I shift to the position of coach. At this stage students take what has been taught and demonstrated and put it to use in some practical way. Using practice speech or debate sessions, where processes can be stopped as they unfold and feedback can be simultaneously given and explained, provide for a more immediate understanding of my comments than does giving feedback only after an assignment is complete. Whether using a speech,
debate, or some other assignment, I coach students by giving useful evaluations during and/or immediately following the process that points out mistakes, highlights successes, and always encourages continual improvement.
Cheerleader. While it may not be possible to connect with each group or individual taught, I remain convinced that they all have potential. Playing the role of cheerleader is intertwined with the aforementioned roles and focuses on encouraging students to realize their potential. Avoiding open criticism in the classroom, always accompanying a correction with a highlight of success, and reassuring students that they are capable of achievement are all ways in which we cheer on our students. Teachers continually encourage students to look inside themselves and do their very best at all they attempt to do—both inside and outside of the classroom.
Referee. All teachers worthy of the title want their students to succeed. We also do our best to ensure that all of our students are treated fairly. In order to make this happen, teachers, at times, must play the role of referee. As referees, we manage our classrooms and make judgments about our policies. In other words, while we want lively classrooms filled with discussion and comfortable students, we cannot lose control of a class to the point that the educational value is lost. For
the sake of the class as a whole we must, at times, step in and regulate our students and their behaviors in constructive ways that emphasize mutual respect.
I do not claim to play all of these roles to perfection, nor do I think it is possible to consistently do so. Given that each group of students and individual student is different, it is important to realize that the emphasis placed on each of these roles varies
from class to class and student to student. Teachers must continually adapt to their environments in order to meet the needs of their students to the extent they are able. This means that playing these various roles and continually shifting between them is something about which teachers must be mindful. When these roles are effectively portrayed in the classroom, students will take home much more than just a grade—they will take home insights about living their lives.
