Everyone has his or her own teaching style. For example, some tend to exhibit a lot of control over the learning environment while others are more go-with-the-flow. There are no hard and fast rules for what makes good teaching (except possibly good lesson planning and clear objectives). Other elements will inevitably vary from person to person and from situation to situation. However, teachers should definitely spend time thinking about how and why they are doing things and how they can improve. If you are skeptical about this, compare in your mind the best teacher you ever had with the stereotypical substandard teacher who uses the same worksheets and lesson plans she used ten years ago without making any changes!

Skillful teaching is central to a high-quality learning environment, and teaching includes such roles and functions as being a manager of time and resources, an agent for change, a motivator, a needs analyst, afacilitator of learning, a guide, a model, a coach, a counselor, and friend-the list could go on and on. Some other teaching responsibilities may include determining the amount and variety of content to be incorporated into instruction, and the patterns of interaction between the students.

Many factors influence learning outcomes, and those factors influence the way you teach. Keep in mind that there are many learner variables that interact in complex ways. Learning processes will be influenced by such factors as whether or not the students are literate in their first language, whether they are children, adults, or adolescents, whether the students are in an English speaking environment (like the U.S.) or a non-English speaking environment (like an English classroom in Korea).

You should thoughtfully consider your role as teacher, because your interventions will materially impact the learning experiences your students have!

Complete the exercise of your choice and email it to Dr. Strong-Krause at diane_strong-krause@byu.edu.

REFLECTION

• Explore your teaching by writing a one-page memo to your students on the type of teacher you are trying to become (you don't actually have to give it to your students unless you want to). Be specific. Describe to them why you do the things you do. If you are not currently teaching, think about an amazing teacher you know and write a memo to yourself about the kind of teacher you would like to be.

DISCOVERY

• Video tape or tape-record at least one of your lessons or have a friend observe you and give you feedback. What is your first reaction to your teaching? Describe your teaching: how did you introduce your topic, present your material, and assess your students' understanding and abilities? What types of activities did you use to practice the material? What did you do well? What could you improve? If you are not currently teaching, arrange to observe a class taught by someone else. Include all of the points mentioned above in a written log.

VISION

• Students often perceive teaching as good or bad, effective or ineffective, etc. based on their social and cultural expectations of what teachers ought to be like. Ask your students to describe an excellent teacher in their culture. Brainstorm together the qualities that make an exceptional teacher. List the characteristics you come up with and describe what you can do to put them into action in your teaching.
• Write a letter to a teacher who has significantly influenced you. Why did you like him or her? What did he or she do? What are the ramifications of those actions? If you wish, you may choose to actually send the letter to your teacher.
  

diane_strong-krause@byu.edu