After reading the section in Master Student on communicating with instructors, reflect on your relationships with your teachers over the years.

After reading the section in Master Student on communicating with instructors, reflect on your relationships with your teachers over the years. Using specific examples, how could you have improved that communication by using the techniques explained in this section? Do the same techniques apply to communicating with others in positions of authority, such as bosses or team leaders?

 

This assignment does not need an APA title page or a references page.

 

Communicating with instructors

 

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Faced with an instructor you don’t like, you have two basic choices. One is to label the instructor a “dud” and let it go at that. When you make this choice, you endure the class and complain to other students. The other option is take responsibility for your education, no matter who teaches your classes.

 

 

 

Usually we think of students as the people who enroll in school. Turn this idea on its head. See whether you can enroll instructors as partners in getting what you want from higher education. The key is communicating effectively.

 

Research the instructor.  When deciding what classes to take, you can look for formal and informal sources of information about instructors. One source is the school catalog. Alumni magazines or newsletters or the school newspaper might run articles on teachers. Also talk to students who have taken courses from the instructor you’re researching.

 

Also introduce yourself to the instructor and ask about the course. This conversation can help you get the flavor of a class and the instructor’s teaching style. Other clues to an instructor’s style include the types of material he presents (ranging from theory or fact) and the ways that the material is presented (ranging from lectures to discussion and other in-class activities). Ask for syllabi from the instructor’s past courses, and take a look at the instructor’s website.

 

Show interest during class.  Participate fully. Take notes and join in discussions. Turn off your cell phone or any other electronic device unless you need it for class.

 

Consider that sleeping or texting in class, or doing work for one class while you’re in another, is a waste of your time and money. Instructors notice distracting activities and take them as a sign of your lack of interest and commitment. So do employers.

 

Before packing up your notebooks and other materials, wait until class has been dismissed. Instructors often give assignments or make a key point at the end of a class period. Be there when it happens.

 

Interest gets communicated in the smallest details. For instance, avoid making distracting noises, and cover your mouth if you yawn or cough. Also avoid wearing inappropriate or revealing clothing. And even if you meet your future spouse in class, refrain from public displays of affection. Save that for after-class time.

 

Engage with “boring” instructors.  During class, students give instructors moment-by-moment feedback. That feedback comes through posture, eye contact, responses to questions, and participation in class discussions.

 

If you find a class boring, then change your experience with the instructor. You can do this through a massive display of interest. Ask lots of questions. Sit up straight, make eye contact, and take detailed notes. Your enthusiasm might enliven your instructor. If not, you are still creating a more enjoyable class for yourself.

 

Also remember that instructors who seem boring in class can be fascinating in person. Schedule times to meet with them during their office hours.

 

Release judgments.  Maybe your instructor reminds you of someone you don’t like: your annoying Aunt Edna, a rude store clerk, or the fifth-grade teacher who kept you after school. Your attitudes are in your own head and beyond the instructor’s control.

 

Likewise, an instructor’s beliefs about subjects like politics, religion, or feminism are not related to teaching ability. Being aware of such things can help you let go of negative judgments.

 

Separate liking from learning.  You don’t have to like an instructor to learn from her. See whether you can focus on content instead of form. Form is the way something is organized or presented. If you are irritated at the sound of an instructor’s voice, you’re focusing on form. When you put aside your concern about her voice and turn your attention to the points she’s making, you’re focusing on content.

 

Form your own opinion about each instructor.  You might hear conflicting reports about teachers from other students. The same instructor could be described by two different students as a riveting speaker and as completely lacking in charisma. Decide for yourself what descriptions are accurate.

 

Seek alternatives.  You might feel more comfortable with another teacher’s style or method of organizing course materials. Consider changing teachers, asking another teacher for help outside class, or attending an additional section taught by a different instructor.

 

Communicating Respect for Your Instructors

 

Communicate respect by showing up. In a school setting, communicating respect is called classroom civility. Show up for classes on time. If you arrive late, do not disrupt class. Close the door quietly and take a seat.

 

If you know that you’re going to miss a class or be late, then let your instructor know ahead of time. Take the initiative to ask your instructor or another student about what you missed.

 

When you know that you will have to leave class early, tell your instructor before class begins, and sit near an exit. If you leave class to use the restroom or handle an emergency, do so quietly.

 

Communicate respect through your words. When you speak in class, begin by addressing your instructor as Ms., Mrs., Mr., Dr., Professor, or whatever the teacher prefers.

 

Discussions gain value when everyone gets a chance to speak. Show respect for others by not monopolizing class discussions. Refrain from side conversations and profanity. When presenting viewpoints that conflict with those of classmates or your instructor, combine the passion for your opinion with respect for the opinions of others.

 

Ask instructors how to contact them outside of class. If they take phone calls, leave a voice mail message that includes your first and last name, course name, section, and phone number. If your instructor encourages contact via email, then craft your messages with care. Start by including your name, course title, and section number in the subject line. Keep the body of your message brief and get to the point immediately.

 

Meet with instructors. Meeting with instructors outside class can save hours of study time and lead to rewarding relationships. Students who do well in higher education often get to know at least one instructor outside of class. In some cases, these instructors become mentors and informal advisors.

 

Schedule a meeting time during the instructor’s office hours. If you need to cancel or reschedule, let your instructor know well in advance. Prepare for the meeting with a list of questions to ask and any materials you’ll need. Avoid questions that might offend your instructor, such as “I missed class on Monday. Did we do anything important?”

 

Avoid excuses.  Instructors know them all. They won’t be fooled. Accept responsibility for your own mistakes, and avoid thinking that you can fool the teacher.

 

Submit professional work.  Prepare papers and projects as if you were submitting them to an employer. Imagine that your work will determine whether you get a promotion and raise. Instructors often grade hundreds of papers during a term. Your neat, orderly, well-organized paper can stand out and lift a teacher’s spirits, ultimately helping you.

 

Accept criticism.  Learn from your teachers’ comments about your work. It is a teacher’s job to give feedback so that you can improve. Don’t take it personally. Just work harder and do better next time.

 

If you disagree with a class requirement or grade you received, then talk to your instructor about it after class in a respectful way. In a private setting, your ideas will get more attention.

 

Use course evaluations.  In many classes, you’ll have an opportunity to evaluate the instructor. Respond honestly. Write about the aspects of the class that did not work well for you. Offer specific ideas for improvement. Also note what did work well. Keep it positive, remembering that you might have this instructor again for another class.

 

Take further steps, if appropriate.  If you’re in conflict with an instructor, do not try to resolve the situation during a few minutes before or after class. Instead, schedule a time during the instructor’s office hours to meet with her in person. During this meeting, be specific. State the facts about the problem. Also be positive. Offer possible solutions, and state what you’re willing to do to resolve the conflict.

 

If this meeting does not lead to a solution, then find out your school’s grievance procedures. You are a consumer of education and have a right to fair treatment.

 

After reading the section in

 

Master Student

 

on communicating with instructors, reflect on your

 

relationships with your teachers over the years. Using specific examples, how could you have

 

improved that communication by using the techniques explained in this section? Do the same

 

techniques apply to c

 

ommunicating with others in positions of authority, such as bosses or

 

team leaders?

 

This assignment does not need an APA title page or a references page

 

.

 

Communicating with instructors

 

Thinkstock/Comstock/Thinkstock

 

Faced with an instructor you don’t like, you have two basic choices. One is to

 

label the instructor a “dud” and let it go at that. When

 

you make this choice,

 

you endure the class and complain to other students. The other option is take

 

responsibility for your education, no matter who teaches your classes.

 

Usually we think of students as the people who enroll in school. Turn this idea on

 

its

 

head. See whether you can enroll instructors as partners in getting what you want from

 

higher education. The key is communicating effectively.

 

Research the instructor.

 

When deciding what classes to take, you can look for formal

 

and informal sources of

 

information about instructors. One source is the school catalog.

 

Alumni magazines or newsletters or the school newspaper might run articles on

 

After reading the section in Master Student on communicating with instructors, reflect on your

 

relationships with your teachers over the years. Using specific examples, how could you have

 

improved that communication by using the techniques explained in this section? Do the same

 

techniques apply to communicating with others in positions of authority, such as bosses or

 

team leaders?

 

This assignment does not need an APA title page or a references page.

 

Communicating with instructors

 

Thinkstock/Comstock/Thinkstock

 

Faced with an instructor you don’t like, you have two basic choices. One is to

 

label the instructor a “dud” and let it go at that. When you make this choice,

 

you endure the class and complain to other students. The other option is take

 

responsibility for your education, no matter who teaches your classes.

 

Usually we think of students as the people who enroll in school. Turn this idea on its

 

head. See whether you can enroll instructors as partners in getting what you want from

 

higher education. The key is communicating effectively.

 

Research the instructor. When deciding what classes to take, you can look for formal

 

and informal sources of information about instructors. One source is the school catalog.

 

Alumni magazines or newsletters or the school newspaper might run articles on

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