A Student’s Perspective: The Three Most Valuable Teaching Methods Used by College Professors
By Sherry Echols – Graduate Student in Business Information Systems
Central Michigan University

Its 8 o’clock on a Monday morning and Sam just barely made it on time to his Biology class.  He is half awake, bored and thinks he is headed for fifty minutes of another lecture of bah … bah … bah.  It is a miracle he made it this far; his second college semester.  The only thing Sam can think about is the day he gets out of college and gets a real job.  This is a typical attitude for college students who graduated from high schools where the class sizes are small and teacher and friend networks are close.  How will this type of student ever find college interesting or more than just a four-year block of time spent to achieve a piece of paper?  This answer may never be answered. However, there is always that one college professor who inspires and encourages us along the way. You know the one I am talking about.  The one that makes the light bulb pop on in our heads. The one we said we could not have done it without.  It is the one who will never leave our hearts and minds.  It was something different and sincere about them that captured our attention and imagination.   What follows is a discussion of three teaching methods that, in my experience, have proven to be most valuable and that I associate with these influential professors.

First, having a professor who didn’t talk over my head but gave real world examples everyone could relate to made it worth going to class.  Using real world examples not only allowed the student to understand the concepts better, but it allowed the student to make connections and ask questions whenever necessary. 

Second, it’s understandable that not all classes have the time to generate and engage students in discussion.  However, this method of teaching also proved to be most valuable.  Creating discussion allowed the faculty to be the facilitator and it gave students an opportunity to take the floor and share ideas.  When the professor used discussion as a means to explain concepts, assignments and readings it seemed to prepare the students to contribute more to class. In the end, the student feels motivated to learn and participate in class discussion.  

Sam’s situation doesn’t stop here.  He realizes his Biology class really means something to him and, despite the boredom he experiences in it, he still finds it important to learn the concepts.  Sam looks through his syllabus to find his professor’s office hours and plans a visit to discuss some assignment topics.  He hopes the professor doesn’t think he is foolish for asking questions on the things that were already discussed in class. Sam gets there and, to his surprise, he is the only one there.  Sam thinks this is great; he can have the professor’s undivided attention.  However, the professor didn’t ask Sam his name, can’t remember which class he is in and, frankly, already seems pretty preoccupied.  Sam takes a seat and begins to ask his questions. The professor is of little help; he directs Sam to read his textbook and class notes or to meet someone from class that takes really good notes and study with them.  Sam thinks that, in addition to the boring lectures, this class will be harder than he thought.  This leads me to the third and final teaching method that I wish to highlight.

When a professor doesn’t pay enough attention to a student looking for help, it appears as if the student is bothering them or it is a hassle to address questions about what was discussed in class.  Their way of getting rid of a student is to refer them back to the book and class notes or suggest they partner up with another student to get the help they need.  These are things to consider as a student, but should not be the student’s only alternative as a direct means of help.  There is nothing more chilling than a cold shoulder during a time when you need help the most.  It is most helpful to visit a professor and receive their undivided attention.  It may not be the case that the student failed to read the book, take class notes or talk to other students.  Sometimes, the student just needs the help because they are struggling with that particular topic or subject.  It is the professor who can provide insight and assistance to students.  The professor might discover that there are more students struggling with the same issues.  He/She might just have to adjust the course to accommodate students – their bread and butter.