believe in our teaching and our students

Believe in Our Teaching andOur Students

Rocky K. C. Chang

Department of ComputingThe Hong Kong Polytechnic University

[email protected] Sept. 2004

Rocky K. C. Chang, Department of Computing2

Believing in

• Believing in ≠ dreaming around• Believing in ≠ a psychological game• Believing in ≠ hoping for• Believing is based on

– Knowledge– Personal conviction– Personal experience

• Genuine belief brings actions and commitments.

Believing in our teaching and our students is the most

ACTIVEthing to do for our teaching!

I. Back to the reality


What discouraged you most as a teacher?

• Students’ coming late to the class• Students’ talking in the class• Students’ undesirable learning attitude• Students’ disrespect for knowledge• Students’ disrespect for teachers• Students’ plagiarism activities• Students’ feedbacks• The whole enterprise of teaching!!


What encouraged you most as a teacher?

II. What my students have taught me?


About them• What I see/heard is not what I get.• Most of my students so far are

teachable.• Students generally thirst for good

teaching and encouragement.• Some students have a very high

expectation for teaching.• Some students appreciate the sincere

effort go into teaching, regardless of their own performance.


About my teaching

• They taught me that one size does not fit all.

• They helped me reflect on the methods of assessment.

• They taught me the importance of persistence.

• They are a constant source of encouragement to my teaching.

III. What I know about teaching


Teaching is not student centered.• My students are my students.• Teaching is not based on a provider-

consumer relationship.• Teaching has to be teacher centered.

– Dare to lead and guide.– Dare to discipline and rebuke.– Dare to demand and to challenge.

• I believe that students will respect a teacher who does not compromise his role.


Teaching is not safe.

• Teaching is not about guaranteeing a set of learning outcomes.– Lower the expectations– Demand less from the students

• Teaching is about challenging students’ and teachers’ limits.

• I believe that students, who have tremendous capacity to learn, can master the subject if I can teach effectively.


Teaching is not performing.

• We cannot teach what we don’t have.• I can effectively teach only what I know

intimately and hold dearly.– Teaching is not only about describing,

explaining, and interpreting.– Good teaching has to include personal

excitement, conviction, and curiosity.• I believe that my motivation and interest

in the subject can be passed on to the students.

IV. If we turn what we believe into actions,


Then, we will discover that

• All-weather teaching– Regardless of the teaching environment

• Unconditional teaching• Teaching techniques and skills become

very very secondary.• The class becomes very much alive.• Teaching turns into something to enjoy

and to gain strength from.

V. My experience in the last term


My experience in the last term

• Class A:– 46 second-year degree students– The bottom of all the PolyU degree programs

based on the AL scores– Quite a few weak students– Lectures at 8:30am

• Class B:– 97 first-year degree students– Close to the bottom of all the PolyU degree based

on the AL scores– HD and AL students


SFQ scores

• Teaching was well-organized: 3.8, 4.0• Presented the subject clearly: 3.7, 3.7• Encouraged students to ask questions:

4.2, 4.1• Help was available when necessary:

3.7, 4.1• Grand mean of items on overall view

about the teaching of the staff member: 3.9, 3.9


An almost final note

• I am aware that some of you still do not feel "secure" and comfortable about programming and problem-solving (especially in Java).

• Instead of running away from it, I strongly encourage you to spend some of your time in this summer to improve this important area.

• Once again, there is nothing too hard for you, if you are determined to learn it.


An almost final note (cont’d)

• But just let me say this now: thank you for journeying with me in the course.

• Although it is only 14 weeks, I feel much longer than that, and in fact a little depressed when it finally comes to the end of it (post-teaching syndrome).

• Let me again encourage you to try harder in your study and other important areas in your lives. Don't waste your time and talents bestowed on you.


A pleasant surprise• Wholehearted thanks for your persistent

consideration, encouragement. • Every time when it is almost deadline, you

would cheer us up.• It's really first time that I feel how much

teachers concern for their students.• Every time I would think, how wonderful if all

teachers can have this attitude.• I admit that I am a lazy and easily

discouraged student, ....• Forgive me to say that, if not 305, I would

have a much much better and lively University life.


A pleasant surprise (cont’d)• However, I still appreciate very much for your

teaching. You were always cheerful and open-minded.

• I always think if I were you, seeing students having little intention to improvement and interest, I wouldn't prepare anymore for the class.

• I can't believe how tough you are if I am not seeing your continuous caring face.

• I didn't say any words or reply any e-mail to you, but I always wanted to …

• ThanksThanksThanksThanks~!1millionmillionmillion thanks~


My belief• My students are my students (if I refuse to

compromise my role).• My students are likable (if I choose to).• My students can be motivated (if I am

motivated and persevere).• My students are capable of mastering the

subject materials (if I teach effectively).• My students are my partners in teaching (if I

allow them to be).• I am solely responsible for my students’

learning outcomes.

VI. Conclusions


• Teaching is not just about delivering lectured materials clearly, – although it is a pre-requisite to basic

teaching.• Teaching is not about inventing

innovative teaching approaches, and writing articles about them,– although they are indicators of good

teaching.

Teaching is not …


Teaching is …

• Above all, teaching is about the “relationship” between the teacher and learners.

• The impacts and influence, as a result of the interactions, can be mutually felt.– These mutual interactions will bring out a

better student and also a better teacher.• Therefore, without my students, my

teaching is nothing, and so is true in the other way around.

Teaching, if done passionately, wholeheartedly, and effectively, can

make a profound impact on my students and myself.

believe in our teaching and our students

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