4 Strategies to Become a Transformative Educator
When you are assigned a class and students arrive, do you view yourself as a teacher, instructor, or educator? Is your role a function, one which completes tasks and responsibilities, or do you aspire to accomplish more with your students? Do you consider the instructional strategies you use now to be transformative in some manner, or would you like to somehow transform the students you teach?
A person enters the field of education as a profession, either full-time in a traditional academic institution or as an adjunct (or part time) instructor. A traditional full-time professor may likely be responsible for conducting research, teaching, and publishing scholarly work. An adjunct instructor may teach in a community college, traditional college, or an online school. When someone teaches students within the field of higher education, he or she may be called a facilitator, instructor, or professor. This is important as you won’t find a job title with the word educator in it.
Does this mean that everyone who is a teacher, professor, instructor, faculty member, or adjunct, is also an educator? What I have learned through my work in higher education is that everyone who is in one of these roles is doing their best to teach and guide a learning process, whether they are involved in undergraduate or graduate degree courses aiou result. However, someone who considers themselves to be an educator is a person who goes beyond the role of teaching and seeks to lead a transformational learning process. I have learned myself that becoming an educator is not an automatic process. It takes time, practice, and dedication to become an engaging and transformative educator.
A Basic Definition of a Teacher
Teaching is generally associated with traditional, primary education. Classes at this level are teacher-led and children as students are taught what and how to learn. The teacher is the expert and directs the learning process. A teacher is someone highly trained and works to engage the minds of his or her students. This style of teacher-led instruction continues into higher education, specifically traditional college classrooms. The teacher still stands at the front and center of the class delivering information, and students are used to this format because of their experience in primary education. The instructor disseminates knowledge through a lecture, and students will study to pass the required examinations or complete other required learning activities.
Within higher education, teachers may be called instructors and they are hired as subject matter experts with advanced content or subject matter expertise. The job requirements usually include holding a specific number of degree hours in the subject being taught. Teachers may also be called professors in traditional universities, and those positions require a terminal degree with additional research requirements. For all of these roles, teaching is meant to signify someone who is guiding the learning process by directing, telling, and instructing students. The instructor or professor is in charge, and the students must comply and follow as directed.
Here is something to consider: If this is the essence of teaching, is there a difference between teaching and educating students? Is the role of a teacher the same as that of an educator?
Basic Definitions of an Educator
I would like for you to consider some basic definitions to begin with as a means of understanding the role of an educator. The word “education” refers to giving instruction; “educator” refers to the person who provides instruction and is someone skilled in teaching; and “teaching” is aligned with providing explanations. I have expanded upon these definitions so the word “educator” includes someone who is skilled with instruction, possesses highly developed academic skills, and holds both subject matter knowledge, along with knowledge of adult education principles.
• Skilled with Instruction: An educator is someone who should be skilled in the art of classroom instruction, knowing what instructional strategies are effective and the areas of facilitation that need further development.
An experienced educator develops methods which will bring course materials to life by adding relevant context and prompting students to learn through class discussions and other learning activities. Instruction also includes all of the interactions held with students, including all forms of communication, as every interaction provides an opportunity for teaching.
• Highly Developed Academic Skills: An educator must also have strong academic skills and at the top of that list are writing skills. This requires strong attention to detail on the part of the educator must include all forms of messages communicated. The ability to demonstrate strong academic skills is especially important for anyone who is teaching online classes as words represent the instructor.
The use of proper formatting guidelines, according to the style prescribed by the school, is also included in the list of critical academic skills. For example, many schools have implemented APA formatting guidelines as the standard for formatting papers and working with sources. An educator cannot adequately guide students and provide meaningful feedback if the writing style has not been mastered.
• Strong Knowledge Base: An educator needs to develop a knowledge base consisting of their subject matter expertise, as related to the course or courses they are teaching, along with knowledge of adult education principles. I know of many educators who have the required credit hours on their degree transcripts, yet they may not have extensive experience in the field they teach. This will still allow them to teach the course, provided they take time to read the required textbook or materials, and find methods of applying it to current practices within the field.
Many schools hire adjuncts with work experience as the primary criteria, rather than knowledge of adult learning principles. When I have worked with faculty who do have studied adult education theory, they generally acquired it through ongoing professional development. That was my goal when I decided on a major for my doctorate degree, to understand how adults learn so I could transform my role and become an educator.