The Joy of Teaching

Author Q&A

Q: In your introduction, you say that teaching is a lot like playing Frisbee. How so?
A: In the traditional classroommode, a professor lectures and students understand as well as theycan—like a pitcher throwing a baseball and a student either hitting orstriking out. Cognitive research suggests, however, that students learnmore if they become actively engaged—catching an idea from the professorand tossing it on to classmates. Instead of simply taking notes, theymight compare two photographs, or discuss an issue in five-minute "buzzgroups," divide into a debate, or critique a video clip. I enjoy theenergy of an interactive classroom. More important, I receive immediatefeedback 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.