AQPC

Author : Helen Stavaris
Teacher and Department Chairperson – Business Administration
Dawson College

The initiation

A little over two years ago, I left industry to join the world of academia. I was a business analyst at graduating levels, during a span of eight years, for such companies as Sun Life Assurance, Bell Canada International, and the latest, Bombardier, before I embarked on the path to full-time teaching. The decision to change careers occurred through serendipity and my initiation into the teaching profession was practically immediate. I was hired one week prior to the commencement of the fall semester in ’98. Although I had guest lectured, I never formally taught a course for an entire semester. It was not the first time I was thrown into the deep waters during my professional career - there had been several occasions that I was left on my own to determine and structure my responsibilities in the position I occupied, and incidentally, teaching was no exception. The extent of my “training” in teaching included past course outlines and advice that included comments like “be sure to discipline” and “the punishment should be severe.” As heartfelt as the advice was, it was certainly not enough to guide me in developing a course plan or any instructional strategy. I therefore relied heavily on logic and my memory of my days at CEGEP of how I was taught and/or would have like to have been taught.

Setting Teaching Goals and Objectives

My overall goals in teaching are dichotomous: to provide clear and meaningful instruction in my mandate as a teacher, and to motivate and inspire in my capacity as a role model. (Of course, I adopt many other supplementary roles, but essentially effective instruction and inspiration create the foundation in my definition of a good teacher).

Some specific objectives in my function as a teacher include the following:

* imparting knowledge by developing a taste for curiosity and transmitting enthusiasm for the subject,
* encouraging student involvement,
* increasing student confidence and self-esteem,
* encouraging students’ potential, and
* instilling responsibility for their learning and their actions.

Words of inspiration and motivation are an integral part of my interaction with students, both inside and outside of the classroom. I remind my students that they all can achieve their dreams with effort and commitment. I try to convince them that mistakes and obstacles can be converted into opportunities if they learn not to despair when “the going gets tough.” I share with them my experiences, choices and difficulties that I encountered when I was a student as well as in my career. I enjoy assuming the roles of parent and cheerleader, because I relish seeing their eyes light up with hope and drive.

Changing Hats

If there is one crucial element I have gained through trial and error during these two years I have accumulated in teaching is that in order to reach the students, teachers must be flexible. Knowledge of the subject matter is one component, but selecting the appropriate instructional strategies for imparting with that knowledge as well as maintaining flexibility in dealing with the students are truly the crucial elements to good teaching. This is a profession that inherently requires dynamic decision-making - a teacher has to be able not only to wear many hats at once, but also to interchange them skillfully. In my opinion, the central tools in Cegep teaching are understanding, flexibility, and above all, sincerity. The ability to appropriately balance these different roles and know when it is the correct time to change hats is the exact point where the effectiveness in teaching occurs.

The Role of Performa Courses

Courses in Performa have been essential to my professional development as a teacher. These courses have provided me with the opportunity to appropriately reflect on my teaching methods and accordingly refine the strategies I use. During my first year of teaching, when people asked me what I did, I responded that I worked at Dawson as a faculty lecturer – an instructor. I did not feel it was appropriate to be called a teacher since I had not undergone any official training in the profession. I was a businessperson that had been hired to impart business knowledge in a classroom setting. Only recently, since I have been acquiring proper teaching training, have I been able to call myself a teacher – (and I announce it with such pride).

The Rewards of Teaching

Despite the significant cut in salary, it is all made worthwhile when students’ eyes light up with the understanding and when they excitingly return later to tell me how they have applied some of what they have learned and their respective successful outcomes. It has been rewarding and enriching to me both professionally and personally to witness the transformation of teenagers into productive citizens and knowing that I have had a role to play in achieving this.

Without any exaggeration, I consider teaching the most important work I have ever done during the course of my professional work experiences. It is the only “job” that is able to evoke such genuine enthusiasm. Knowing that I influence the lives of young adults, in at least some way, is a responsibility I take very seriously and enjoy doing immensely.

The french version of the text has been done by Marie Gravel
Volume 14, number 3 of Pédagogie collégiale , a publication of l'AQPC, Association québécoise de pédagogie collégiale

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