Why has no one warned me? I was 25 years old, a second -year master’s student, standing in front of 70 undergraduate students with my beating heart and the sweating palms. I thought I had prepared myself well for this moment, but I felt completely unprepared standing there. Despite the knowledge of my subject, I felt like an impostor at that time. No one had told me how disorienting change could feel, ranging from the student to the teacher. The truth is that the transition is not only to walk in front of a classroom; It is a question of navigating in a new identity while determining the dynamics of being both a learner and a teacher. The change is progressive and it can be overwhelming. However, as I started this trip, I discovered key elements such as preparation, mentoring and adoption of growth that facilitate the process a little.
Control by preparation
Teaching is not only to know the material – it is a question of understanding it enough to explain it to others. I quickly realized that the preparation goes beyond the examination of the notes. This implies diving more deep into the subject and thinking carefully about how to present information in a way that makes sense for students who meet them for the first time. I find myself revisiting fundamental concepts, to conceive of small lesson segments, to read articles and to criticize the search in a way that I never had to do as a student. I have the impression of obtaining an intensive course in my own field again, but this time with a deeper level of engagement. Good preparation of my course content and my attitude towards teaching that day is part of the creation of a positive class culture. In addition, taking the time to prepare will encourage the confidence of my pupil in me and my power to send them knowledge (Saucier, 2019). Once I have recognized that being prepared show my students that I appreciate their time and their efforts to come to my class, preparation has become a more pleasant task
Take advantage of university resources
After entering this new role, I became more aware of the quantity of support that universities provide. Teaching and learning centers, workshops and mentorship programs have been invaluable. These resources not only teach how to create course plans; They help with things that I had not even considered, such as promoting inclusive class discussions or the alignment of assignments on learning objectives. During one of these workshops, I realized that I was not alone in some of my hesitations. Listening to experienced teachers sharing their own challenges and best practices made me feel part of a wider community of learners and teachers. This collective experience has made the whole transition a little less intimidating. These resources exist for a reason, and the teachers who choose to use them will be better for this.
Mentorship: the unknown hero
Mentors have been crucial for my growth. I am lucky that senior teachers guide me throughout this process. Their support was a life buoy, especially when it comes to translating complex theories in something more digestible for undergraduate students. What I found most useful is not only their advice on class management or mission design – these are frank conversations on their own experiences. Hearing how they fought with sham syndrome or how they always adjust their teaching style after years in the field have been reassuring. These moments remind me that teaching is a process, and I am not supposed to have understood everything right away. The search for a mentor (or more) as a young instructor helped me gain confidence – and to seek potential problems that I could encounter.
Growth does not occur overnight
One of the most important lessons I have learned is that growth as an instructor is progressive. There is no magic moment when you suddenly feel confident and control the class. Instead, it is a process in progress. Each class has become a learning opportunity, and I adopted this. Some days go well and I feel like I am progressing. Other days, I leave the class by questioning my capacities. However, I learned to think about these moments – which worked, which did not do – and to use this reflection to improve the next time. For example, I started using new student feedback methods to understand what might not click for them. I was looking for signs of growth such as improving students’ commitment or the ability to anticipate questions. I knew that this growth occurred when a student previously disengaged contributed significantly to a discussion. It was a small but significant sign that my efforts worked to improve not only my teaching style, but the overall culture of my class. Celebrate these little victories. Each class is an opportunity to learn and although it is humiliating, it is also exciting to see growth, even in small ways.
Approach impostor syndrome
This persistent feeling of not being good enough? It is real and it is called Funder syndrome. I have felt it intensely since it entered this role, just like many other career teachers (Craven, 2014). Even if I know the material, standing in front of a classroom can give me the impression of pretending to be an expert. Talking about these feelings with my mentors and colleagues made a dramatic difference. Almost all those I spoke to experienced the same thing at some point. The sharing of my feelings made me realize that the doubt of self is a common part of the process. I approached the impostor syndrome of my life by adapting a state of growth. Change my state of mind helped me overcome a large part of the negative feelings that accompany the impostor syndrome. It is easy to forget that perfection is inaccessible, and knowing that it has helped relieve the pressure and reminded me that it is normal to learn.
The trip is just beginning
With hindsight, the student’s transition to the teacher is sometimes overwhelming. I wondered, my abilities and my preparation for this role. However, what I learned is that this trip does not have to be perfect – it just has to happen, one step at a time. Until now, the most rewarding part of this experience is to realize that I do not need to have all the answers. It is a question of presenting yourself, growing up and learning alongside my students. For me, the best part is to know that this is only the start of my trip. Growth takes time, and that’s good.
Carlie Cunningham is a graduate student who continues her master’s degree in business administration at Kansas State University. While being in the instruction of higher education, it is delighted to see what the future reserve in the academic world. Cunningham values personal and professional progress and wants to guarantee that his students appreciate a profound appreciation of the courses in which they follow by saying innovative instructions and focused on value.
References
Craven, JG (2014, September 16). Overcome impostor syndrome: advice for new teachers. Facus of the faculty. https://www.facultyfocus.com/articles/philosophy-of-deaching/overnown-imposter-syndrome-dvice-new-faculty/
Saucier, DA (2019, September 9). Bring peace to class. Facus of the faculty. https://www.facultyfocus.com/articles/philosophy-of-seaching/bring-peace-to–the-classroom/
(Tagstotranslate) Advice to new Investigator Syndrome (T) New Faculty (T) New Instructor (T) Transition from the teacher to the teacher
