If I hear the regretful state of the current student, a week won’t pass. They are lazy, separated, ignorant, etc. The elderly do not appreciate the young people as dusty telescopes.
In past literature and past news, you will find Generation X is described as a lazy person with poor achievement, anger, psychologically impaired, who is indifferent to learning, fanatic, rude, qualified, unprofessional complaints. Millennials, known as “hair complaining,” are described as self-centered, indifferent, frustrated, anxious, unfaithful, qualified cynics who are overindulgent and protected by their parents that they cannot work without continuous handheld.
If all this sounds familiar, it should. Now, professors are apology for current Generation Z students who are unable to read, unable to cope with stress, procrastination, lack basic academic skills, refuse to attend classes, are psychologically in need, and are more interested in preparing for a career than appreciating knowledge.
At the same time, each generation is described as being both skilled and destroyed by new technologies. Boomers complain that Gen X is unable to write a formal letter, and millennials expect email communications. Generation X now complains that Generation Z does not participate in their email communications, lacking proper email etiquette. This is a continuous cycle.
Most educational discourse seems to think that every new generation of students differs from the last to this extent, and therefore many accommodations are required to be established. Indeed, the events of the times of every generation are affected. The education disruption of the COVID-19 pandemic may widen the existing achievement gap between Gen Z learners. But learning is learning. Over the decades, research in multiple fields of psychology has shaped our understanding of human thought and how we best learn. Teaching is hard work, and we get harder as we continue to focus on stereotypes, technological temptations, and social trends.
Let’s refocus on what our deals are – Learn. Based on my experience as a professor specializing in educational psychology for over 20 years, as a researcher and department chair, I offer these principles:
- Participate in your subject. As time goes by, maintain expertise and share the development of your field. If you are bored with your subject, it will show. And if your knowledge is outdated and students discover it, you will lose all your credibility. As a professor, there are few things that are as awkward as students share incorrect information they learn in another course, and you have to contradict the latest, accurate information.
- Find out which type of teaching is right for you and then master the type. If you are an instructor, research what makes someone the best instructor. If you use PowerPoints, look into best practices in their design. If you accept group work, explore which types of assignments and student groups are most effective. The pedagogy you use is more important than the pedagogy that does this. Be sure to learn new technologies. But new doesn’t always mean better, and not all technologies fit your content and style. I will be the first to admit that I am not the most active speaker. However, I am good at reading rooms, saving the delivery of knowledge and explaining ideas in many different ways. Rely on your strengths.
- Create opportunities for many types of learning. Humans learn the best learning by attracting different areas of the brain: their auditory and visual systems, their ability to logically and expressively, and their ability to apply and build personal connections with new knowledge. Research shows that students do not have a unified learning style: However, everyone learns better when they participate in multiple processing modes. You don’t need to do everything at once. However, in your homework, course time, and evaluation design, remember: diversity is key. My own action research in measurement and statistics courses proves this. Consistent efforts enable students to express their knowledge using analytical, practical and creative means, thus gaining fruitful experiences in classes that many students fear.
- Don’t let new technologies pass. Now, new features of teaching technology may become the norm for tomorrow. Try new things and stay knowledgeable while also considering how and why the technology is used to improve teaching or other aspects of the course. For example, clickers don’t work well for me, but many professors make good use of them. A useful strategy is to turn to your students and ask them how they can improve your tasks by integrating new technologies. Here are guidelines to help you make these decisions.
- Show real interest in your students. You are not their friend, but you can be polite and friendly. After all, it’s a good manner. Become a person. When students gather before class, you may consider inquiring about the development of the semester. Perhaps refer to activities that take place on campus. If they are directly related to the course, don’t be afraid to mention your experience. The knowledge related to my courses The ongoing knowledge is that if you find a way to include cats while also demonstrating the content and skills of the course, you will get extra credit (yes). Don’t be afraid that it is real.
Implementing these principles in your teaching profession is not easy. It takes time, energy, and a lifelong commitment to self-improvement, which is the same trait we hope for among our students. If you find yourself reluctant to work towards meeting these principles and then find that students do not meet expectations, know that it is not them: it is you.
