Do you want to be a COOL Teacher?

I can tell you how! After recently being ranked number two out of over a million faculty in www.RateMyProfessors.com (which is owned by mtvU  - which college students think is cool), I have been asked to self-examine my teaching style. Does David Beckham self-examine how he kicks the soccer ball into the opponents’ net? Does Michael Phelps analyze every stroke and kick in the lap pool? Actually, maybe they do! The more that I think about it, perhaps comparing my teaching techniques to the work of professional athletes is probably not appropriate since I usually opt for the elevator, not the stairs, at work.

Before I tell you how to be a COOL Teacher, please allow me to digress and tell you how I arrived at this point. I must admit that I did go through a number of stages when I first learned of my ranking – disbelief, shock and euphoria that has settled into the occasional smile or giggle over this wonderful recognition. It is particularly heart-warming when the students remind me of this honor.

Has the ranking impacted my teaching practice? I cannot say that I am aware of it. However, I am constantly trying to improve, and it is wonderfully encouraging to get positive recognition. I am most fortunate because I have so many opportunities and support to be able to improve my teaching.

My husband helped me (for instance, he picked me up at the train station and typed a few papers) when I went back to law school part-time to earn a Masters of Law (LL.M.) degree from Fordham University School of Law while I continued to teach full time at St. John’s University.
...So, here are some suggestions to become a COOL Teacher: create a classroom environment that is Comfortable, Organized, Open and Lively.

Comfortable: Both you and your students should be at ease. The physical environment should be comfortable. Before the first day of classes, I peek into each classroom so that I know that there are enough chairs for the entire class. (Who needs to play musical chairs on the first day of class?!) I check to see whether there’s a white board or black board so that I have the proper writing instruments. As soon as I arrive in the classroom, I check the temperature – is it like a meat locker or a sauna? If so, I can open windows and doors or call maintenance if necessary.

Everyone should be fed and well rested. I am stunned at the number of students who do not eat breakfast. I do not let students fall asleep in class. I want to make certain that the student is not unconscious. Also, I tell my students that I am saving their reputations because many people do not look attractive when they sleep – whenever drool is involved that is usually not a good look.

With regard to – as one colleague calls it – my teaching costume, comfort is a very important element. After twenty-two years of full time teaching, I can assure you that comfortable shoes are a necessity. I will never forget the day that I wore new very stylish high-heeled boots to work. I spent the day literally hanging from a podium, which I alternated with secretly pulling the boots off under the desk and teaching barefoot.

Faculty at my university have ten minutes to change classes. Olympic sprinters could not get from the top floor of one building to the top floor of another across campus in ten minutes – and they are not wearing high heels, a skirt and carrying heavy textbooks and exams! I remember an episode of the television show Friends in which Ross is teaching for New York University and cannot get from class to class in time, even wearing roller skates! I use a different set of wheels throughout my teachings days. I like to use a briefcase on wheels because of the weight of my materials. Whenever possible, I wear black (which does not show dark stains) stretch fabrics which allow me to move around the classroom freely. A long time ago, someone told me to try to wear one eye-catching piece to get the students’ attention. For men, this could be an interesting tie. I try to wear jewelry or a scarf.  I keep a spare outfit in my car trunk in case I have a “wardrobe malfunction” during the school day.

In addition, I graze like a horse before and between classes. I nibble on chewy fruit bars, cookies or pretzels. This keeps my energy up and prevents general crankiness. Please do not make the mistake I made of eating healthy snacks like carrots and dry granola bars. I tried to lecture after that snack and felt like my throat had sawdust in it!

Organized:  Be prepared! Review your materials in advance. Keep track of where you ended the last class. If you realize that you skipped a section during the last class, write it down so that you will remember to go over it in the next class. If a student asks me a question and I do not know the answer, I am honest and tell them that I do not know, but I will try to find out for him or her. If it is something that the whole class will benefit from knowing, I will try to get the answer right away on the Internet.

Bring back up. For instance, I recently brought both a DVD and a VHS cassette in case one machine did not work. I also bring different materials in case the Internet is down or none of the audiovisual materials are working.

I plan the exam schedule at the beginning of the semester and give those dates to the students so that they can make their plans accordingly. You have to be flexible as well since the schedule can be interrupted by fire drills or snow days, for instance.

Open:  I use a conversational tone with my students. I do not think of class strictly as a lecture, but more as an exchange of information (except for the 7:35 a.m. class, in which I seem to answer more of my own questions!) Please keep in mind that each class can have its own personality. I try to adjust my approach to the character of the class – some are sleepy, some are serious and some are laid back and relaxed. It could be the time slot, the size of the class or the student grade level.

Last year, I had a class of all freshmen students who, unfortunately, did not seem to care about the course. But, I did not lose heart – I persevered. I brought the same level of enthusiasm to the class that I did to the others. (Although it was a bit like telling jokes in a nightclub at noon – tough crowd!) Eventually, they settled in. I truly believe that they were probably a bit overwhelmed by being away from home for the first time, on a large campus and did not want to embarrass themselves by giving the wrong answer in front of a large group of their classmates. Recently, I was surprised and pleased when two girls from that class ran across the quad on our campus to greet me.

I ask the students questions to challenge them to think. One of the many reasons why I respect our students is because each one of them knows something that I do not. It could be another language that is spoken in their home or something in popular culture like hip hop music or computer games. When the students talk in class, this encourages peer learning, for instance when they share their experience of being called for jury duty. I also try to tie my course materials into current events and things that may interest them, like movies and music.

I also do this with my research. When working on my Masters of Law degree in Intellectual Property and Informational Technology, if I had a choice, I chose to research and write about topics that the students could relate to, such as illegal downloads on the computer and the use of other digital devices like iPods and cell phones, as opposed to patent, biochemical and mechanical devices. I also ask the students about their majors and career goals. If a majority of the students are Journalism majors, I will try to weave some pertinent examples in that field, like Freedom of Speech issues, into the lecture to drive home a particular point.

I try to repeat what I found to be effective as a student. Since I have earned four degrees, I have a lot of resources to draw upon! When I finished my last degree in 2007, it gave me a dual opportunity – to learn more about the law and also to observe different teaching styles.

Lively:  I try to use different senses to teach (except for touch – I would get into trouble for that!  And scent does not play a role, either.) Students see the materials in their textbooks, on the board and on the Internet. They hear and see moving images in the audiovisual materials, like news segments on the Internet. They touch their laptops to type or their pens to write notes. I move around the classroom. I lecture and ask the students questions about the material and current legal issues. I also try to incorporate some life lessons. After we review a fatal underage drinking case in class, I ask the students, “What would you have done in this situation to prevent this tragedy?”

On a lighter note, I use humor and outrageous examples when I explain complex legal concepts to the students.
Lastly, here is my recipe for a successful and rewarding teaching career:

1. Break down the most difficult concepts to their simplest elements so that you completely understand them and can share them with the students.

2. Garnish with some interesting ways to present the materials.

3. Fold in some respect and genuine concern.

4. Sprinkle in what you continue to learn.

5. Let gel for one semester.

(Results will vary!) This recipe can result in a wonderful career for you and can have an incredibly positive effect on your students so that they can succeed in their studies and in their careers.  Good luck!

(SOURCE: Teachers College Record, January 22, 2009)