Spotlight on SOTL: What not to do in teaching – research on how to be a poor instructor

This article is based on the following research article:

Kennette, L. N. & Chapman, M. (2024). Student and faculty perceptions of ineffective teaching behaviours. The Canadian Journal for the Scholarship of Teaching and Learning, 15(1). https://doi.org/10.5206/cjsotlrcacea.2024.1.15148

We all know that effective teaching is crucial for student success, yet understanding what constitutes ineffective teaching is equally important. This month, we delve into a study by Lynne Kennette and Morgan Chapman from Durham College, exploring perceptions of poor teaching behaviours from both students and faculty. Recognizing and addressing these behaviours can significantly enhance teaching quality and student learning experiences.

What Did the Researchers Do and Find?

The authors conducted a survey involving 38 students and 16 faculty members at Durham College in Oshawa, Ontario. They asked both groups to identify the worst teaching behaviours and the most and least frequently encountered ones. The researchers aimed to compare these perceptions with previous studies from the US and China to see if similar patterns emerged.

The study revealed a consensus among students and instructors on the worst teaching behaviours, which included acting disrespectfully, lack of knowledge or clarity, being unapproachable, and displaying disinterest in teaching. Interestingly, both groups agreed on the most and least frequently occurring behaviours at their institution. The findings also highlighted a shift in teaching dynamics due to the COVID-19 pandemic, with new challenges emerging in online and hybrid learning environments.

How might you use this research in your teaching?

University instructors can leverage these insights by reflecting on their teaching practices and identifying areas for improvement. Understanding the specific behaviours that students and colleagues find detrimental can guide professional development and pedagogical adjustments. For instance, prioritizing clear communication, being approachable, and showing enthusiasm for teaching can enhance the overall learning environment.

Additionally, professors can benefit from fostering a learner-centred approach, encouraging active participation, and promoting metacognition and collaboration among students. By addressing these key areas, professors can create a more engaging and effective educational experience, ultimately leading to better student outcomes and satisfaction.

This research can help us to explore our teaching reflexively.  Not only do we need to think about what we are doing effectively in our teaching practice, but we also must consider what may be problematic in our approaches, and learn to adjust.