How do you go from ‘Good’ to ‘Outstanding’?
Academic Leadership - Online Journal,
Vol. 7 No. 2 (2006): Vol-7-Issue-2-February-2006
Many college educators receive a rating of ‘good’ on their teaching delivery. Following teaching
evaluations, usually, raters highlight some clear areas for improvement in their rating reports. The
challenge for the educator is to characterize what needs to be done and work on the pedagogy advice
to gain an ‘outstanding’ rating in the final verdict of the college rating – satisfy those criteria they say,
and outstanding you will be. But how? That is the question.
Today’s effective teaching is no longer a case of entering the classroom and delivering information
about a given subject or a taught course. Teaching has become all about the ‘digital natives’ – the
college students of today’s generation who are terminally numb with under-stimulation and utterly
fascinated with technology of the digital age. Those are the multi-tasking adults who are obsessed with
digital equipment and their operations. Those are, nonetheless, the same adults who have to come to
our classrooms and listen to some old theories of this and counter theories of that. How can we
effectively teach and grab the attention of those students who have the multiple intelligent minds, yet
spend almost 6.5 to 11 hours per day multitasking? This is not any easy task, nor is it a straightforward
activity as just following improvement advice by raters.