A conversation with Peter Filene, author of The Joy of Teaching: A
Practical Guide for New College Instructors, on the
commitment and passion that defines a great teacher at any level of
instruction.
Q: In your introduction, you say that teaching is a lot like playing Frisbee. How so?
A: In the traditional classroom
mode, a professor lectures and students understand as well as they
can—like a pitcher throwing a baseball and a student either hitting or
striking out. Cognitive research suggests, however, that students learn
more if they become actively engaged—catching an idea from the professor
and tossing it on to classmates. Instead of simply taking notes, they
might compare two photographs, or discuss an issue in five-minute "buzz
groups," divide into a debate, or critique a video clip. I enjoy the
energy of an interactive classroom. More important, I receive immediate
feedback as to what my students are (or aren't) understanding.
Q: The Joy of Teaching is geared toward new college instructors. What can a seasoned professor, a graduate student, or other professional learn from this book?
A: Teaching is like gardening,
photography, or any creative activity. One can always do it differently
and more effectively. Although I aimed this book primarily at new
teachers, I hope it provokes experienced teachers to think about how to
make their teaching even better. Indeed, that is the sign of good
teachers: they constantly reflect upon what they're doing and devise
ways to improve it.
Q: You've spent more than seventy-five semesters in college classrooms. Are you still learning the ins and outs of teaching?
A: Absolutely. Next fall I will
teach "U.S. History since 1865" for perhaps the twenty-fifth time. It's
tempting to rely on what I did the twenty-fourth time and become stale
(which students will quickly sense). Fortunately, I participated in a
daylong conference with college and high school teachers. Our task was
to define "best practices" in introductory college courses. I came away
with half a dozen new ways to design my course, so I feel refreshed,
eager to launch Reconstruction once again.
Q: Why did you decide to focus on teaching as a joyful pursuit?
A: Pleasure isn't what we
necessarily associate with work. But when I enjoy my work, when it's
playful rather than dutiful work, I feel engaged and creative.
Selfishly, then, I design ways to please myself. But it's not only for
me. If I'm "having fun," my students are more likely to meet me halfway.
Q: How is The Joy of Teaching different from other books on teaching?
A: It differs from other books in
two ways. First of all, it is more personal. I wrote it as a friendly
conversation with the reader. Of course, it's a one-way conversation.
But I held in mind—and frequently quote—the questions, needs, and
anxieties voiced by countless graduate students and faculty whom I have
mentored. In addition, my book not only tells; it shows. I have included
syllabi, exam questions, case studies, and other materials from
outstanding teachers. In this sense, the book serves as a kind of
anthology of best practices.
Q: Why did you choose to provide profiles of and interviews with real life professors?
A: Again, it's the "show, don't
tell" principle. The first chapter asks the reader to reflect upon what
kind of teacher (s)he is or aspires to be: flamboyant or understated?
compassionate or severe? Socratic or didactic? But these labels don't
convey the personality of teaching styles. So I found vignettes of
different teachers in action. There's the Berkeley historian, for
example, who lectures brilliantly for fifty minutes without notes. And
there's Pablo Casals, sitting knees to knees with his cello student and
saying "no," "no," and again "no."
Q: New instructors often wonder whether to crack the whip or to dangle the carrot. How will this book help new instructors get more from their students?
A: In my experience, new teachers
tend to feel anxious about their authority and therefore focus on rules
and penalties. Five points subtracted for every six hours that papers
are late. Required attendance, or else. A stern paragraph in the
syllabus about cell phones and chewing gum. This attitude is
understandable but pedagogically counterproductive. Students learn
more—and more eagerly—if they feel supported rather than threatened.
Also, I'd rather devote my energy to teaching the majority of my
students, not policing the few delinquents.
Q: All teachers are bound to feel that they've made mistakes in the classroom. What advice do you have for them?
A: Mistakes are inevitable; in
fact, they're constructive. So, don't be unduly hard on yourself after
an assignment that bombed or a discussion that ended in a cul de sac.
Typically, one has to teach a course three times before getting it
right. The first time, you discover the problems and mistakes; the
second time, you correct them; and finally you make a course that is
coherent, clear, well-paced, diverse, or at least almost so.
Q: How has e-mail affected relationships with students? Do you have any tips for using e-mail effectively?
A: Because of e-mail, I have more
contact with more students than ever before. But it's mediated contact,
office hours without a voice and face. At 10:00 p.m. I can solve a
student's confusion about tomorrow's writing assignment. But I can't
engage in a back-and-forth conversation, wait as he ponders silently,
and see what he has underlined in his book. Worse, if this is a class of
eighty-five students, I may not even know the student I'm writing to.
I'm convinced that my best teaching takes place during one-to-one
discussions in my office. So I usually conclude my e-mail responses by
writing, "I'd be glad to talk about this."
Q: What kind of response have you had to The Joy of Teaching?
A: New teachers at various
campuses have written that the book has helped them design their courses
and feel more confident. Colleges in Illinois, Mississippi, New York,
and North Carolina have invited me to lead workshops for graduate
students or young faculty. I'm heartened by these responses and hope for
more. I can be reached by e-mail at filene@email.unc.edu.
###
This interview may be reprinted in its entirety with the following
credit: An interview with Peter Filene, author of THE JOY OF TEACHING: A PRACTICAL GUIDE FOR NEW COLLEGE INSTUCTORS
(University of North Carolina Press, Spring 2005).
CONTACTS
Publicity: Gina Mahalek, (919) 962-0581
gina_mahalek@unc.edu
Sales: Michael Donatelli, (919) 962-0475
michael_donatelli@unc.edu
Rights: Vicky Wells, (919) 962-0369
vicky_wells@unc.edu
