TEACHING EFFECTIVENESS

Classroom Community

Ollie L. Jefferson, Ph.D. 

Imagine a teaching experience where learning is an essential aspect of students' lives that nourishes intellectual minds and inspires them to overcome challenges through innovative thinking and creativity. My approach to effective teaching is to educate students individually and collectively in the classroom community. I like to stimulate students' interest, which is an essential contributor to learning derived from my teacher-scholar experiences. The goal is for my students to gain the most practical knowledge during their course experience. Students are introduced to research methods and theories to comprehend and retain the material by encouraging them to select a topic of interest to promote the value and importance of conducting research based on their field of interest and career goals. Students who see the value and relevance of research to their life goals are more likely to participate and learn from the course material presented. Furthermore, students are more likely to contribute to the discipline by researching their future careers. 

I aim to make the most use of the course, whether students are working on individual or group projects. The classroom atmosphere is where my students enjoy an interactive learning environment with respect for each other and me as a professor. One of my students captures our classroom community and his experience in a message: 

Dear Professor Jefferson, 

I write you today with deep appreciation and kind regards for creating such a wonderful class. A class where we interacted, laughed, and learned so much on the act of communication. I must say a heartfelt thank you for encouraging me, seeing some element of leadership quality in me. Your final grade and comment for me left me speechless and emotional, and I shall continue to strive to live up to those potentials that you have ascribe to me. 

May God continue to guide all your efforts, protect you and reward you for all that you do. 

Thank you, thank you, thank you.

Sincerely,

Romanus Anamege

Over the years, I have demonstrated acceptance towards a diverse body of students while treating each individual as they would like to be treated without compromising the classroom or institutional integrity. I enjoy teaching and modeling positive behaviors as a professor while respectfully listening and responding to students's questions and concerns. I have received recognition for being approachable and available to my students with one-to-one interaction when they have questions during or after class via office hours, phone, email, and learning platforms such as Blackboard Collaborate and Zoom. I maintain an open-door policy that allows those who need extra help or guidance to attain it—being available and approachable as their professor helps the students and deepens my understanding and recognition of their learning styles. 

Effectively communicating the course requirements via the lesson plans and syllabus is also essential for students to obtain a feel for the course. If the syllabus lacks necessary or critical information, the students may lack understanding of the course objectives and classroom structure. Therefore, I provide my students with a syllabus that clearly outlines the course expectations for success. I move forward with teaching the material once students understand the course expectations. My lectures focus on material that is appropriate for students' needs. For example, if an interpersonal communication student is dealing with low self-esteem during their speech, I will build confidence during my lectures to encourage their oral presentation delivery. However, let us say the goal is to master their pre-existing public speaking skills. I will focus on the student developing the craft of persuasive speaking skills while leading their peers during their group project. 

The lesson plans include project-based learning in my curriculum by having my students work together on a group project and asking them to complete peer reviews. Students have different goals and learning styles, and having my students work in groups on a project promotes teamwork. It also allows for compromise, flexibility, and practice with group roles. Moreover, the project is devised when students work together, resulting in multiple people thinking and producing, usually exceeding the project developed by a single individual. Group work is essential because, in many careers, individuals are expected to work collaboratively with others to meet their work-related goals. Peer review skills are also vital because they promote critical thinking and allow students to develop skills for giving and receiving feedback from others. Many professions require the ability to give and receive constructive criticism. I discuss the group process before having my students divide into groups. This discussion includes what challenges they may encounter when working in groups and provides ways to solve problems through strategic pre-planning. 

The opening sessions create a thoughtful classroom environment that promotes the importance of effective communication when students start individual assignments and transition to group projects. I select the team leaders during group selections; however, the remaining students typically choose the leader they wish to follow. Students usually select a leader they respect and admire. Generally, my selection process causes their leader to successfully transition into their leadership role. The group assignment was interesting to observe among my class of firefighter servicemen and servicewomen at Andrews Air Force Base. I discovered that these scholars adjust exceptionally well, regardless of their military ranks. 

I enjoy creating a space where students feel supported in their academic and career goals. I often recommend my excellent student learners for scholarships and admissions to undergraduate and graduate programs. Over the years, students have returned with good news, as shown in the following message:

Hi Dr. Jefferson,

It’s been a while since we’ve talked. I hope you are well!

I wanted to give you some updates on my colleges. So far, I’ve been admitted into UMD, UMBC, University of Pittsburgh, Ohio State, Mount Holyoke, and Lehigh! I’m also looking toward a full ride to UMD and I’m a semi-finalist for the Jack Kent Cooke scholarship...I’m on the waitlist for GW. The only schools I need to hear back from are Harvard and Syracuse. 

I wanted to thank you so much for your recommendation. It is greatly appreciated...thank you again!

Best,

Zahra

Zahra Iskandar was one of my exceptional dual-enrolled high school students. She understood expectations in higher education and graduated with an associate's degree and a high school diploma. I was pleased when she shared her commitment to the University of Maryland at College Park and the Banneker/Key scholarship with entrance to the Honors College.