In the first of our new blog series, we asked members of our SIME community to share their thoughts on the question: ‘What one thing do you wish you’d known when you started teaching?’. Here’s what our SIME colleagues had to say…

‘Silence can be a powerful tool! I was always scared of silence in workshops when I first started teaching; now I embrace it. Sometimes it is people needing a moment or two to think things through, sometimes they are building the courage to speak up. I find in some classes, the best engagement happens when you let silence get awkward – it pushes someone to speak up. It also shows the students they need to think for themselves and I won't just be giving answers.’

Jennifer Carter

‘Silent students learn differently and trying to always encourage them to speak up may actually hinder their progress. My first degree was in language teaching and I simply assumed everyone needs to be encouraged to speak in class. Some students may feel paralysed when directly asked to speak. There are so many different ways to learn and show engagement in class. Those silent learners may simply need different space to get their input across. Introducing multimodal ways of engagement during the class generates far richer learning environment and respect for multiple ways of expressing ourselves. In my teaching practice I always try to provide a range of opportunities for active engagement. The biggest learning curve for me was teaching online and accept that silent online learners are still out there, probably doodling, typing up notes, recording the session, annotating slides. Silent learners are perhaps only silent in sound, but certainly not silent within.’

Radka Newton

‘Teaching can be a powerful force to change people’s lives for the better. One thing I wish I’d knew when I started was that even the small things can make a really big difference. Whether it be taking an interest in what students are doing outside of the classroom, to showing compassion and empathy when students are struggling with the challenges of everyday living, it’s important that we remember that we are human beings as well as teachers, and students really value engaging with us on a human level. It also makes our teaching far more relatable.’

Mike Ryder

‘One thing I which I knew sooner was that “less can be more” i.e. I perhaps thought I had to cram in loads of content into lectures or workshops to show how much I know or if I'm including this I need to include that. Sometimes having less content but content that can be explored with students in more depth is more powerful and means you are not rushing to cover everything!’

Emma Watton

‘For me it is important to be yourself and try to find a style that works for you. Just because a particular way of teaching works for one teacher doesn’t mean that it will be a good fit for you or your students. Be brave and experiment with what may or may not work. Relating to that, trying in inject a small part of your personality into the classes is a great way to get students on your side and enjoy what you do (especially if you have cute pets!)’

Harry Rolls

‘One thing I wish I'd known when I started teaching might be the importance of staying in sync with the students, e.g. setting clear expectations, speaking at a moderate pace, and consistently checking for understanding. Encouraging students to contribute to examples and ask straightforward questions can enhance engagement and boost their confidence, particularly in challenging topics. Clearly laying out the course structure, outlining the plan, and explaining the expected difficulty level create a more productive and harmonious learning environment. This synchronization ensures that both students and I are in tune throughout the learning journey.’

Yuting Bai

‘For me it would have to be something in relation to “like-ability”. While we will hope to build positive relationships with all students, it's important to remember that not every student will connect with my teaching style or my personality – and that is ok! It doesn't negate my effectiveness as an educator, as long as I can continue to foster a supportive learning environment and deliver engaging, challenging and relevant content, I can still be a quality teacher without being universally “liked”.’

Rachel Beauchamp

‘I know we don't always have an influence over this one, but the importance of the choice of venue is something I wish I'd known when starting out doing executive education work. Rooms with low ceilings and limited natural light work against trying to get a group to be reflective or to engage with some difficult thinking e.g. future strategy. Moving a group away from darker rooms and into the ones like we have at Forrest Hills can make a big difference. It changes the mood of the delegates, relaxing them and making them more open to 'dangerous' discussions. This is particularly important when you're trying to generate innovation and ideas of how we can work differently.’

Chris Saunders

Get involved

If you’d like to contribute to our blog series, you are more than welcome. Simply email your details to Teresa Aldren and you can join one of the most vibrant and exciting communities in LUMS. For further details on SIME and what we do, send a message to our Director, Radka Newton.

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Disclaimer

The opinions expressed by our bloggers and those providing comments are personal, and may not necessarily reflect the opinions of Lancaster University. Responsibility for the accuracy of any of the information contained within blog posts belongs to the blogger.