When I was in the seventh grade, my English teacher taught me an invaluable lesson that forever changed my life. After delivering an assigned speech that I invested minimal effort into preparing, my teacher looked me in the eyes and asked, “Do you know what reaching your potential means?”
I responded to the question the best way I could, using basketball and sports analogies to explain the definition of the word potential. My teacher then proceeded, “Reaching your potential means you have reached beyond your limits and become the very best you can be. Hayden, you are smart and funny and have the potential to be or do anything you want. But you have some explaining to do.”
I grew increasingly embarrassed and uncomfortable as my teacher, with whom I had a great relationship, continued to lecture me in front of the class. “Why did you cheat yourself by goofing off? Since you obviously didn’t learn anything from this assignment, I hope you learn a lesson about wasted potential.”
The lesson my seventh-grade teacher taught me in that moment continues to influence my life in many ways, demonstrating the lasting influence of educators in the lives of their students.
My purpose as an educator stems from my desire to work in higher education where I can mentor and influence the lives of students who seek to fulfill their respective potential. As Nikos Kazantzakis once eloquently said, “True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.”
The knowledge and wisdom that my teachers, professors, and advisors have shared has positively impacted my life and shaped me into the man I am today. Even years later, they continually inspire me to improve. From my seventh-grade English teacher to my dissertation advisors at Northcentral University, I have witnessed first-hand the positive influence that education can have on the lives of all.
In order to help my students reach their potential as students, I focus my instruction on three things: relatability, enthusiasm, and perspective.
Relatability
School has never come easy to me. I often felt like I had to twice as much work as my classmates in order to see similar results. When I was discouraged or overwhelmed by my studies, it was often the interpersonal relationships that I had with my instructors that kept me engaged.
Empathy can be defined as the degree to which an instructor works to deeply understand students’ personal and social situations, to feel care and concern in response to students’ positive and negative emotions, and to respond compassionately without losing the focus on student learning. I believe that it is only through a sincere, empathetic connection that I can cultivate genuine relationships with my students.
My own experiences as a student taught me that the best educators blend course content, delivery style and their own personality to create a unique pedagogical method. In developing my own pedagogy, I am mindful of the importance of building relationships and expressing my personality. This is evident as I chat informally with students before class, memorize student names, break-up lectures with jokes or short stories, allow students to text me questions about assignments instead of emailing, and providing individualized feedback on all student assignments.
Enthusiasm
I am passionate about learning and strive to spread this enthusiasm throughout the classroom. But this excitement and enthusiasm can’t stop when class is out, it needs to be evident in each aspect of my teaching.
I demonstrate my enthusiasm for the course and my students through encouraging active participation both during in-class lectures and prior to lectures, honest and open student communication, and timely and relevant feedback on all student assignments. I hold no reservations about my goals for each of my students, and I let them know on the first day of class that I will do everything within my control to help them reach their goals. Only by helping my students reach their potential will I be able to reach mine.
Perspective
Some of the best teaching advice I have received came from a mentor of mine. He instructed me to never underestimate the intelligence of my students. If I am not challenging my students to become markedly smarter and better equipped for their careers, then I am doing them a disservice. With that said, it is important to meet students where they are, but it is difficult to assess an individual’s level of competence if they are not being pushed. To use a metaphor, it is difficult to know how far someone can hit a baseball by throwing them wiffle balls. I have found that most students are very smart and anxious to learn, and they deserve teachers who are willing to push them.
In addition to being challenged intellectually, students should also be able to take something tangible with them from each course. In some courses, it can be a useful skill. In others, it can be an item to add to a portfolio that will set them apart on the job market. For graduate courses, a paper to work towards a conference presentation or publication can be extremely valuable. Depending on the course, it is my responsibility to decide what this tangible accomplishment should be, and provide the students the opportunity to achieve it.
Finally, students need to gain the confidence required to be successful in whatever it is they want to do when their time in college is finished. Regardless of background or demographics, each and every student deserves an opportunity to graduate and succeed after college. Unfortunately, not every student enrolls with the same expectations and drive to meet their final goal. However, a good teacher can provide the inspiration needed to gain the confidence necessary for success. I enjoy being a teacher that encourages a student to keep pushing after or during a tough semester.
I believe teaching and mentoring to be a near-sacred calling that should be handled with the utmost care. William Arthur Ward once said, “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”
Truly, it is only through helping my students realize their tremendous individual potential that I can realize mine.
Hayden Coombs 