For those of you who know me well or who worked with me around four years ago, you’ll know that I took a chance and unsuccessfully ran in the Teaching Council elections for the Dublin constituency back in early 2012. I can categorically state that I will not be running in the 2016 elections. However, the experience taught me something. Apathy among teachers towards the Teaching Council was massive.
Last time around, between 7% and 8% of all registered teachers in Ireland voted in the elections. I can’t say I blame the 92% of teachers who decided not to vote. Apathy was a huge issue 4 years ago and I don’t believe that much has changed since then. The difference this year is that TC registration is now compulsory for all teachers and voting will be online for the first time, instead of a postal ballot which was the case previously. It will be interesting to see how this affects apathy and subsequent engagement with the voting process.
Some prospective candidates have already made their intentions clear via social media, which is to be commended. Although registering as a candidate won’t officially commence until early January, there’s no harm in preparing early and getting word out there. My hope for this round of candidates is that there will be a significant difference between those that have gone before them and what they will be able to offer us for the next 4 years. The only reason I know the names of some elected members of the Teaching Council is because I was heavily involved in the process 4 years ago. To the average teacher, they may not know the names of their elected members, that there even was an election 4 years ago, or that there is one coming up in February. Lack of communication between the TC and teachers was a talking point for many when candidates put themselves forward previously. If the next group of elected members are to even hope to change that, they must focus on putting that sort of talk into action.
I plan on revisiting this topic in the New Year, when candidates have been confirmed. I have something interesting in mind so watch this space!
My undergraduate education began in 2002 when I enrolled in University College Dublin to study Gaeilge and Music (Information Studies during my first year). I only wish I had written this blog post or jotted down my thoughts on the topic of ‘Do University Lecturers Teach?’ back then as certain things get lost from memory to time.
What I do remember quite clearly though is bad teaching. This is not to suggest that every lecturer was bad at teaching, there were some inspirational ones, but the bad ones stood out then and still do now. How do I define a bad lecturer? I’ll confine this to my undergraduate experience as my postgraduate experiences were quite different.
A bad lecturer reads from the €70 book that is on the required reading list for the module. This can last for the full ‘lecture’ and offers no opportunity for engagement from the students, as well as no audio/visual aids or examples to enhance instruction.
A bad lecturer in a small group setting will make no effort to discuss the topic. To me a discussion is a conversation between two or more people. A bad lecturer’s view of teaching is talking from the top of his intellect with an expectation that students will learn something from this.
A good lecturer interacts. He asks relevant questions. He answers questions thoughtfully. He invites opinions. He invites disagreement. He invites debate. He invites correction! Fortunately, I got to see this in action on a few occasions.
I’m a firm believer that every third-level employee who has lecturing hours should be required to undertake a mandatory course in teaching/lecturing skills. Some universities offer such a course (UCD; Maynooth; and there are probably more), however it is not a mandatory requirement for the lecturing staff.
I believe the outcomes of such a course for lecturers would be of most benefit to students in their first year of study. The transition from school to third level can be a tricky one for some, and if such people experienced good quality lecturing in the initial stages, the potential for dropping out could be lowered. There’s always the argument that the student in university is in charge of his own learning, and I agree to a point. But when there’s a job to be done by lecturers, it should be done properly, and not merely as an afterthought.