Does Transformative Instructing Require Authenticity and Love?

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Most have experienced a learning opportunity with an instructor who failed to impart information in a clear, concise, or helpful manner. Whether it was a teacher in a classroom or a business instructor in a training session, adult learners go into the classroom or training wanting the instructor to succeed as they are looking to learn useful information which will further personal and professional goals. A formalized training program within a business could provide numerous opportunities to instruct. Other training instructors may have only one opportunity to reach those in attendance. In a college classroom a teacher has numerous opportunities during a semester to reach students. Failure to connect with the students may lead to professional dissatisfaction. This paper aims to suggest positive attributes an instructor needs to be successful. There are many different presentations styles with one of the being transformative. According to Bolkan and Goodboy (2009), “Bass defines transformational leadership . . . as the synthesis of three components including charisma, individualized consideration, and intellectual stimulation.” (p. 297). Transformational instructors are leaders who are respected and knowledgeable; consider the needs and wants of those who are learning. These instructors provide opportunities to use a learner’s intellect to make productive connections to the topic taught which can be applied to other learning tasks. Is it enough for an instructor to be transformative? No, transformative instructors, even the most charismatic, can fail quickly if the instructor does not come across as authentic. An authentic transformative instructor is a great start and by throwing in a dash of love one may have the ideal instruc... ... middle of paper ... ... is needed for quality instruction. Simply being transformative, authentic, or showing love in singularity is not enough. Instructors need to find their own unique combination of all three components to truly be a loving authentic transformative instructor. References Bolkan, S. & Goodboy, A. (2009). Transformational leadership in the classroom: Fostering student learning, participation and teacher credibility. Journal of Instructional Psychology, 36, 296-306. Retrieved from Cranton, P. & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55, 5-22. doi:10.1177/0741713604268894 Immerwahr, J. (2008). Augustine’s advice for college teachers: Ever ancient, ever new. Metaphilosophy, 39, 656-665. doi:10.1111/j.1467-9973.2008.00568.x

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