Sunday, May 15, 2011
GROUP 1 DISCUSSION 1 (discussion closes May 22nd at midnight)
Let me go out on a limb here... using the role of professor as a specific instance of leadership, discuss how a professor’s perceptual set, expectations of students, and attributions may affect student motivation and performance. Do you think some professors could become more effective by becoming more aware of these processes? Would that be true for leaders in general?
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Looks like I am the first to comment...so here goes! After reading Chapter 1, I do think that a professor's perceptual set, expectations of students and attributions may affect student motivation and performance. As per our text, on pg 49, perceptual sets influence our senses and cause us to perceive things in a certain way. We all know that students (teens/young adults) like to express their individuality in the way they dress. If the professor perceives a student based on their appearence, and this perception is contrary to the professors personal beliefs than yes, the professor might not relate as well to that student. The lack of connection between the professor and teacher may affect motivation and performance.
ReplyDeleteI believe professors perceptual set does a strong influence on their students. It is the professors professional responsibility to not let their biases interfere with the students opportunity to learn. I think it would be true of a professor or a good leader to let someones' weakness change their perception of them, but to allow that as an opportunity to develop a skill where ther was once lack there of.
ReplyDeleteProfessors have to be aware of the percptual sets and expectations of their followers - the students- as well. Students may have a certain perception of the teacher based on reputation...the teacher may be a "hard marker". The student may be motivated by this and excel in the course.
ReplyDeleteOK... but HOW do you get professors to (a) be aware of their own perceptions, and (b) be aware of the perceptions/expectations of their followers? Is it reasonable to assume these erudite leaders will/can get their on their own? Do you have any practical advice?
ReplyDeleteHello Group 1,
ReplyDeleteSorry for my late post, I had some technical difficulties in the blogisphere. I definately agree that a proffesor's perceptual set has an affect on their students and their performance. The affect could be negative or possitive depending on what their perception is. If a professor feels that all University students are motivated hard workers they would likely come to class projecting a possitive attitude and the students would feel that in their teaching.
I also feel that a professor's expectation of students will influence the quality of work brought forward by their students. If a professor does not demand a certain quality of work from their students I believe that some students will get by with only what is neccesairy and not get the most out of the course they are taking.
In regards to getting a professor to be aware of their perceptions I feel that falls slightly on the student. I have always felt that being a hands on student, aka going for help when needed in the class etc has surprised me. In classes where I felt that a professor was uninterested in the class taking the initiative to go in and talk to them made them step up their teaching and I learned much more than I did in class alone.
ReplyDeleteAlso student performance and effort is a factor. If a professor has the perceptual set that students do not work hard, having a class that is motivated and puts their best effort forward may help the professor see that their perception is not completely accurate.
I don’t feel that any successful leader got anywhere by themselves so I do not feel that those leaders would be able to get there on their own. I feel when it comes to practical advise I would reference the things I discussed above. Those approaches have been what I have felt helped me when I was dealing with a professor who I felt had a perceptual set that affected my ability to learn in their class. Of course it didn’t work every time!
I am not sure how the regular classes work at Crandall, but I do feel that the feedback forms we fill out after every course in the Alps program is a step in the right direction, to create awareness for both of these areas. I am not sure how much reflection is put into this information, but it has been my experience that genuine feedback from peers and subordinates can be a very "eye opening" experience. This doesn't only apply to professors, but any leader, in general.
ReplyDeleteI agree with Barb..the feedback forms were a great way for students to submit feedback to their professors. The majority of the time, the professors I've had were very professional and communicated with the students effectively and in a non-bias way. However, there were few instances where I felt that the professor could have been a more effective leader, and I was free to tell them in the feedback form. As for getting there on their own, that's up to the individual to be able to reflect on their own ideas about people and make the call themselves whether they're being bias or not.
ReplyDeleteThat's a big part of development...being open minded and willing to reflect on how others perceive your leadership abilities. A strong leader should be interested in good solid feedback and then willing to make changes for the better of them and their subordinates.
ReplyDeleteI believe that leaders can be more effective if they are aware of their own, and their follower’s tendencies. This applies not only to teachers, but to leaders in general..
ReplyDeleteAs it says in the text book, each leadership-follower experience is shaped by the perceptions of both parties involved. Although most human beings share certain similarities and needs, we are still a very diverse species. As such, some people are naturally prone to following, while some people reject following by their very nature.
Although a certain leadership style may appeal to many personality types, it may alienate others. Therefore, if a teacher is unaware of a student’s tendencies (Attributions), then they are dependant on luck in order to be effective. Rather than relying on luck, a leader should learn who their followers are and what works for them in order to be effective.
If a teacher sets expectations too high or too low, or if the student perceives the teacher as biased (perceptual set), then they may perceive themselves as disadvantaged and under perform. (They may also over perform and burn themselves out)
Not being aware of your follower’s tendencies (attributions), not being aware of your own biases (perceptual set), or not properly communicating your expectations of a student may result in the student rejecting your leadership. Based on my own observation, the reason for this is simple - people tend to resist following a leader who (they perceive) does not understand them.
In order to become aware of their own biases, a leader may try to evoke some feedback through feedback forms and surveys. Also, a teacher or leader may designate an objective third party to observe the leader’s behavior and make notes on their behalf. Many times, an outsider can observe dynamics which both the leader and the follower may miss.
Without followers, there would be no leadsers. I believe that the student-teacher relationship is a great situation where the followers are just as important as the leaders. It is also the students responsibility to inspre and challenge the teacher. If a student does not understand a teachers leasdership style, the students should feel comfortable enough with their professor to challenge what their professor is saying. They should feel comfortable in knowing that their professors' are not going to treat them differently or give them a hard time if they do.
ReplyDeleteI agree with Tommy in regards to leaders knowing their followers tendencies. I have been referring to teachers who are not enthusiastic about their classes, but there are other instances where I have had professors who are enthusiastic teachers, but their teaching style did not mesh well with my learning style. Being an all around good prof involves relaying the information of your course to all students in a way that they can absorb it whatever their learning style may be. I am not sure if that is completely achievable, but I feel like if I was in the leadership role of a professor that would something I would try and achieve to the best of my ability.
ReplyDeleteToo bad i posted it in the wrong group eh ? The pitfalls of multi-tasking :)
ReplyDeleteTHIS DISCUSSION IS CLOSED - Thanks everyone!
ReplyDelete