Relationships and Influence (Part 2)

By Steve Huerd

One of the criteria by which college ranking organizations classify different institutions is class size.  The thinking behind this is the smaller the class size, the more personal interaction the student will receive with the professor.  Thus, personal access and instruction from a knowledgeable professor becomes premium when considerations are being made.

Yet, even within these smaller classrooms, having good relationships between the professor and the student is naturally implied.  There’s an old adage that says, “People don’t care how much you know until they know how much care.”  This truth definitely applies to mentoring relationships as the perceived quality of the relationship between the mentor and mentee is possibly the single most important factor to mentoring effectiveness.

I believe the same is true in teaching.  If a student intuitively knows that his or her professor not only is an expert in their field, but that he/she also cares about them individually as a person, then they tend to allow the professor greater access to their inner thinking.

We all intuitively determine who we can trust and who we can’t, sometimes without even saying a word to that person.  People’s actions publically display certain levels of trust; either inviting us to be real, to use caution, or even to be fearful.

When a teacher has shown signs of being a trustworthy person, then those around them begin to allow them access to their thinking.  This relational trust, then, enables the professor to have more influence in their students’ lives and thinking.

Granted, no one can have close, personal relationships with all their students in every class, but by simply being aware of the relational factors present within the classroom, our effectiveness as instructors is greatly increased.  Our teaching then becomes better leveraged through relational influence resulting in greater impact upon the minds we seek to sway.

Teaching Small Classes, Part III

Previously, in Part II of, Teaching Small Classes, I addressed potential teaching methods to utilize in small class settings. With such in mind, within small classes the teacher must ensure equality within the classroom. The teacher must be sure everyone has an equal opportunity to speak, share, question, and learn. In so doing, within small classes, the teacher must be sure diversity is both addressed, fostered, and increased. There are a few great ways to ensure diversity is addressed.

First, teachers can encourage students that are not usually heard to have a voice, speak up, and state their opinions. Often quiet or shy students will need to be drawn out of their shells and encouraged. Simply asking for the student's opinion may be all it takes to draw out a reserved student and hear what he/she has to say. I have found that it is often the quiet student that has the MOST thought-provoking reflections to contribute.

Second, teachers can assign specific assignments geared toward research and presentation of topics the students are not familiar with. Often by assigning such topics students are led to uncover a new research interest, passion, or exciting discovery. Teachers may also want to create an assignment that forces students to argue against their own convictions enabling them to be stretched and better understand other perspectives.

Third, by using assignments, role playing, guest speakers, and a host of other options, teachers can encourage students to see issues from different perspectives. By encouraging diversity and ensuring equality the classroom environment can be greatly enhanced.

In summation of this Teaching Small Classes series, teaching small classes is not always easy. It comes with challenges and disadvantages; however, it is one of the most rewarding experiences! In the small class environment, teachers have the distinct privilege of getting to know their students on a deeper level, witnessing growth, taking part in the educational process on a more intimate level, and implementing more creative methods of instruction. It is a challenge I have always enjoyed and one I hope you have a chance to experience.

(Some ideas and concepts in this post were gleaned and adapted from “The Essential College Professor” by Jeffery Buller, 2010)