When you step up to the front of a class as a new teacher, there’s a lot you don’t know. For many new professors, the experience goes differently than they expected, and while most do a good job, it can take a semester or two to really start to feel comfortable in the job.
I know this from my own experience from having directly supervised new college professors in the past, and from conversations with many former graduate students who go on to teach.
From all this, I’ve noticed some common mistakes that arise. Some are unique to college professors, many of whom, ironically, start teaching with far less pedagogical training than teachers at other education levels. However, some of these mistakes, I suspect, apply to all new teachers.
While most educators work through these on their own, here’s a look at the common mistakes I see, with advice for overcoming.
1. They Over-Prepare
Preparation is great; too much preparation makes the job of being an educator harder. It also eliminates spontaneity and makes for ineffective class sessions and lessons.
New teachers tend to err on the over-preparation side of things. This can mean slideshows with too many slides and too much information per slide, as well as a semester with classes planned to the minute.
Not only does this stifle creativity, but it can lead to frustration when it all doesn’t go as planned, as it will inevitably will.
How to overcome this: Often this tendency comes from insecurity on the part of new teachers. I remind them to trust their instincts and that they’re knowledgeable enough to improvise and let the class go where it will go (within reason).
More specifically, if someone is struggling with their slides, I suggest alternatives such as using digital handouts. Teachers can also focus on activities and lessons that can be more open-ended and student-driven. For example, early on I spent a lot of time lecturing about interviewing best practices for new journalists. Now I spend more time answering questions students have about conducting interviews and doing more in-class interview exercises. Students pair up and interview each other, or find people to interview on campus, etc.
2. They Think They Need To Have All The Answers
Nothing can be more terrifying as a new teacher than when a student asks you a question that you feel you should know the answer to but don’t. This was something that caused me a lot of stress when I started teaching but is not a concern now. That’s definitely not because I now have all the answers, but rather because time and experience have made me okay with not having all the answers. I’ve also increasingly grown somewhat distrustful of anyone who does claim to have them.
How to overcome this: Embrace a mindset shift that moves from the “sage on the stage” thinking to “a guide on the side” mentality. This creates a space in which it is acceptable for you and students to say “I don’t know” and one where you can work on finding the answers together.
I also share with my students that in the spirit of Socrates, I believe one of the most intelligent things a person can say is, “I don’t know.”
3. Underutilizing Technology
So much more technology is available to educators today than many new professors realize. It is rarely a cure-all, and some so-called solutions are counterproductive. But it’s worth exploring potential options as there are many tech tools that are easy to use and can make your teaching more productive and effective, as well as save you time.
How to overcome this: Spend a little time experimenting with technology. Ask colleagues what resources they use for activities such as lesson planning and how they handle quizzes, etc.
Some technology can really make a difference. For instance, I used to waste a lot of time and paper making and printing handouts. Then I learned how easy it was to generate QR codes and started doing digital handouts instead.
4. Not Asking Enough Questions
We’re always encouraging students to do this but sometimes have trouble doing this ourselves, especially when we start.
New teachers often spend a lot of time developing class resources such as quizzes and slideshows that their colleagues have at the ready. Other educators can also offer guidance on everything from managing difficult students to creating effective class sessions and assessments. But much of this knowledge goes unutilized.
How to overcome: This one is easy: Ask more questions! Think out loud with colleagues during lunch or in conversations in the hall. Email former classmates who are teaching to see what they’ve learned and share what you’ve seen.
One of the challenges of teaching early on is how lonely the process can feel. Actively reaching out to colleagues and tapping into their experience fixes that and helps make you a better teacher in the process. It’s a true win-win.
