Lee Craig was the first economics professor I had, and one of the best. His intro micro course went a long way toward convincing me to switch majors to economics. I was a pretty good student (~3.7 GPA), but economics did not come intuitively to me, and in fact I got a big fat
F on the first of two tests. But with Lee's engaging style and memorable illustrations -- I still vividly remember the story about the taxi driver and the beehive abode -- he succeeded in giving me lots of
aha! moments, and by the end of the semester I had an A.
This explains my excitement in hearing Lee talk about teaching at a symposium last week. (The symposium also featured Tyler Cowen and Alex Tabarrok of
Marginal Revolution fame -- more on that later, maybe.)
Below are my notes from Lee's talk.
---
First, there is no magic list of principles.
The book he strongly recommended was George Will's
Men at Work. It is about baseball, but he said it was life changing in helping him understand how people become really good at something -- it is not through innate athletic ability but through deliberate practice, and lots of it.
Pay attention to detail. Students lose interest quickly, so be prepared. Lee goes to the classroom before the semester begins and checks that all the technology is working properly; he also comes prepared with overhead slides, white board markers, and chalk, just in case.
If things go wrong, don't pass blame on the university: You are the university to the students. You will lose credibility because students will think "if it sucks so much, why are you here?"
Outlines are good; scripts are bad.
Adolescents: The more you do for them, the less they do for themselves.
Responsibility of teachers: (1) Know subject, (2) Be prepared.
Responsibility of students: Learn.
--Be explicit in telling the students this.
Do not be afraid to say "I don't know". Be confident enough in what you know to say what you do not know, and bring the answer next class.
If instead of saying "I don't know", you B.S. your way through an answer, you lose credibility, and it is hard to get that back.
If you do make a mistake, confess with self-deprecating humor, "I know you are not going to believe this, but..."
The single biggest mistake of young teachers is that they do not pause enough. It is hard to do when all the eyes are on you expecting more, and you just want to dump information on them, but it is so important especially when there is a transition and there might be questions.
It helps to add humor: "I sensed that the student-professor bond was so strong in this classroom that I just paused to sip my water, knowing there would be a question."
1st rule of teaching: Never let the students' problems become your own problems. "I have a mortgage and am getting old ... I don't need the angst of a classroom full of young people."
Let the students worry about their grades, and if they request changes to a grade, say "sorry, university policy" and tell them that they are asking you to commit the academic equivalent of perjury.
Develop your own style.
"Most young teachers get killed on course evaluations anyway, so that is an opportunity to experiment."
But don't be a jerk.
Career advice: Don't think about what you want to *be* (professor = wear wool sweaters and drive Volvos), think about what you want to *do*.
On course evaluations, Lee focuses on what he can control: (1) Were you organized?, (2) Did you treat students professionally?
You cannot control how *effective* you are as a teacher because you cannot control what prejudices students bring to the classroom.
Jack Nicklaus when asked what made him great: It was not the phenomenal rounds but the ability to make par on the days when he didn't have it.
Lee's favorite test questions are
True/Fale and if False, explain because that is what we do in the real world.