Good Teaching and Good Lecturing

In the education world, the term “lecture” sometimes has a rather negative connotation; it often conjures images of large halls filled with bored and drowsy students, some attempting futilely to stay alert as a professor drones on about the merits of vector calculus or organic chemistry. However, the “lecture” I attended last week, given by Professor David Domke of the University of Washington and entitled Religious Politics in America: Why the 2008 Presidential Election May Change Everything For Everyone, was far from sleep-inducing. Even for a non-political enthusiast/non-religion major such as myself, I found the lecture interesting, practically fascinating, and I found myself taking furious notes (though not really required) because I did not want to forget anything Professor Domke said. The subject matter itself was appealing, but it was more than that. For the purposes of this blog and my Educational Psychology class, I have attempted to analyze Professor Domke’s lecture from the perspective of a future teacher by paying particular attention to the many commendable traits and skills he displayed during the lecture.

Even before he officially started his presentation, Professor Domke’s very presence commanded attention. He began comfortably and confidently, with a large and clear voice that carried easily to the back of the small auditorium. It was also fairly apparent that he possessed a wide and sophisticated vocabulary, which he used appropriately considering the mixed audience of college students and adult community members. Furthermore, Professor Domke used humor to his advantage; he tossed in a few witty jokes sporadically – just enough to keep the audience on their toes, so to speak. The lecture also included, not surprisingly, a Power Point presentation, which Professor Domke skillfully used to enhance his message. A mixed variety of quotes, graphs, images, and straightforward bits of factual information were displayed as he lectured, and I found the slides were extremely beneficial to my note-taking. The lecture moved at a brisk pace, comfortable yet quick, and lasted almost precisely one hour (for which I was grateful as I had other commitments directly following the presentation). Those who had questions were invited to stay afterward to voice them. The overall effect of Professor Domke’s lecture was impressive; he was extremely professional, obviously knowledgeable, clearly articulate, technologically savvy, and, perhaps most importantly, far from boring. As a future teacher, I definitely admired his presentation and I even thought that it gave a whole new, more positive, meaning to the term “lecture.”

Educational Psychology: Questions About Teaching

The first couple weeks of our Educational Psychology class have been fairly philosophical in nature. During our class periods and seminars, more questions are raised than are answers given. Sure, Chapter One of our textbook does lay out a few facts as it defines approximately 14 important vocabulary terms and briefly discuss the No Child Left Behind Act as well as the role of psychological research in education. However, even the book asks more questions. Why do we teach? What is good teaching? Does teaching matter? How can we make a difference? These questions have been provoking some serious thought on my part, particularly thoughts that mirror those same questions: “Will I really be able to make a difference?” “Is teaching the best job for me?” “Will I be a good teacher?” and of course, “How in the world will I be able to do this for the next 30 years?” Uncertainties such as these are not easily resolved, though I hope that by the final days of this class, or perhaps by the time I finish my education degree, I will respond to all of the above questions with conviction and confidence.
Presently, however, I do feel compelled to examine one of the above questions in greater depth: How can we, as teachers, make a difference? Certainly, making a difference in the lives of young people is one of the most fundamental reasons driving my decision to pursue a career in education. I want to ignite a life-long enthusiasm for music in every student who enters my classroom, and I want to teach them the uniquely powerful message of hope, unity, and peace that music can spread. These are noble aspirations, for sure, yet I wonder how I will be able to move from simply teaching the basics day-by-day to truly accomplishing my grand goals. Furthermore, I remain unsure as to precisely whose lives I can possibly touch or change. Is it only feasible to chose a few select students with whom to genuinely bond? Or can I reasonably expect myself to form a personal connection with each individual in my class? The former seems to be the accepted fate of many teachers, while the latter appears to be the fairer and somehow better option. Still, making a difference in any way, in the lives of students or in society, requires a quality we have talked about several times in Education Psychology: passion. My passion for music and my passion for children fuel my desire to truly have an impact in the classroom and beyond. To be excited about making music, to sincerely care about every student, and to be full of zeal for teaching in general: these are the prerequisites for making a difference as a music teacher. These conditions, I believe, will become the foundation upon which my endeavor to become a difference-making teacher is built. Without a doubt, I still have much to learn; however, I think that having this enthusiasm, this zeal, this passion, is the first step in resolving the question of how to make a difference as a teacher.
And what about the other questions I raised earlier that remain unanswered?
Well, I’ll keep you posted.