I view teaching as a "calling." Teaching entails fundamental responsibilities far beyond those required of a mere job, or even a profession. In this respect, teaching is not something a person merely "does," it is something a person "lives." Good teachers enter into a relationship with students, a relationship that can continue in spirit for the student’s lifetime. In my personal experience, good teachers provided a vision and sense of belief in myself that I consider fundamental to any success I have achieved subsequently. Consequently, when I act—and when I teach—a little bit of C. O. Johnson, Barb Leifker, Harry Rudenshiold, Irene Edgar, Bob Woodward, Herb Strentz, and Doug Birkhead is present.
In a more practical sense, I believe that good teachers enact three key roles: that of an intellectual tour guide, that of a coach, and that of a mentor. Although I address each separately, I believe these roles are interrelated:
Intellectual tour guide. Tour guides introduce people to places and things they have not previously encountered. In many respects, a good teacher accomplishes these same objectives. As with the tour guide, a teacher introduces students to new ideas and different ways of viewing themselves and others. To do this well, teachers should provide a sense of relevancy to students. Teachers should help students not only to encounter a subject cognitively, but also to engage it with their senses and their emotions. As a teacher, I seek creative ways to help students learn through experience. Depending on the type of course, techniques vary: smaller classes can engage material through customized projects, presentations, or situated discussions. Larger lecture classes can engage material through varied presentation techniques such as use of popular media products, outside visitors, and maintaining an on-going dialogue with the class about the relevancy of the issues to their lives and careers.
Coach. Coaching involves balancing the structural and the affective dimensions of teaching. My father, a career teacher who also was a longtime coach, once told me that good teachers and good coaches, above all, are well organized. The structural aspect of coaching involves establishing boundaries and expectations that students can understand. In this respect, a "fun" class that is not moored to broader structure may be popular, but falls short of good teaching. Since most of the classes I teach prepare students to compete in a professional environment, the coaching metaphor seems especially relevant. Thus, as a coach, I draw upon my extensive professional experience to structure lessons, practice, and feedback that helps prepare students for the demands of a professional environment. While the structural dimension of coaching is based on organizational skills and focus, coaching’s affective dimension provides students with a vision for what they can accomplish. This involves providing and feedback and encouragement directed at achieving goals. When a good teacher provides feedback, it is informed by that teacher’s fundamental competence in a discipline. Feedback can take the form of both praise and criticism; however, as with using garlic in cooking, I use critical feedback sparingly. I once heard a successful athlete characterize the basic trait that defined his favorite coach: "He made me believe that I could do anything." At its best, good teaching can achieve similar results.
Mentor. A teacher’s role as a mentor reflects an implicit relationship with a student that goes far beyond the physical class room or the temporal limitations of the class itself. A mentor, through listening and candid advice, helps a student create an individual vision of himself or herself both as a professional and a human being. In this respect, a mentor embodies values that can be reflected in a life-long relationship with a student. In my mind, among greatest compliments a teacher can receive is having a former student return for advice long after coursework is completed. In many respects, the greater the length of time between the end of the formal student-teacher relationship, the greater the compliment implied by such a request. Students initiate mentor relationships, but teachers encourage such relationships by engaging in open, supportive interactions with students. I enjoyed serving as a mentor in my professional career and I am drawn to teaching because it offers more opportunities for such fulfilling relationships. I believe a mentor shares joy in a student’s accomplishments, particularly accomplishments a student shares long after the formal class is over. Even when not present physically, a mentor’s values can reverberate for a lifetime.
In each of these roles, an intellectual guide, a coach, or a mentor, teachers have a rare opportunity to affect lives for the better in ways that may not be fully manifest for decades. Consequently, as a teacher I never take this responsibility lightly. Teaching is not just a job, it is a calling.
Phillip J. Hutchison
