Faculty discuss alternative styles, Finkel’s teaching methodologies

A group of UCA faculty discussed Donald Finkel’s book, “Teaching with Your Mouth Shut,” on Jan. 24, in Torreyson West to explore alternative teaching methods.
The discussion group will continue every other week for a total of five sessions over the next eight weeks.
In “Teaching with Your Mouth Shut,” Finkel reflects on his life in the classroom, trying to provide a useful guide for creating a more student-centered classroom.
Finkel states in the book that traditionally the “great teacher” taught by telling; inspiring students through oration. Finkel considers this view too narrow for teaching.
He believes this view takes for granted teachers teach fundamentally and centrally by telling students what they are supposed to know. Instead, Finkel proposes an alternative vision of teaching.
The book prompts discussion, rather than a traditional oral approach or a lecture-based learning system.
“A teacher’s job is to shape the environment in a manner conducive to earning,” Finkel states in his book.
Professors have begun studying Finkel’s work. These workshops allow faculty the opportunity to discuss Finkel’s ideas on teaching methods with one another.
Mike Schaefer, professor of English, facilitates the group.
“I’m hoping that through discussion people will take from it what they find useful and take some good teaching habits,” Schaefer said.
Schaefer said he had a similar group in the fall and has already begun incorporating ideas in his classes as an effort to apply Finkel’s thinking.
“I found a lot of success when teaching a seminar,” Schaefer said. “Last semester pretty much everyone involved took something from it. The book isn’t a memoir. He presents ideas, backs them up with examples and then parallels them with teaching experiences. I definitely relate to some of the reflections. I guess the thing that sticks out most is the question: How much is covered and how much is absorbed. I’m constantly reflecting on that.”
Biology I and II Coordinator Steve Karafit said he is looking at Finkel’s work with an open mind.
“As a teacher, I’m open to an alternate strategy of teaching to inspire learning,” Karafit said. “I’m always open to new ideas.”
A recent study at the University of Maryland supports Finkel’s ideology.
“Traditionally, lectures do not feature much discussion and in comparison with small classes do less to develop in students’ higher-order thinking skills. Discussion asks students to process information they have studied in new ways, for instance, by applying it, evaluating it, or comparing their understanding of it with that of others,” the study stated.
Further research suggests that faculty members who are willing to adjust to their students’ learning styles are far more likely to engage students on a deeper academic level than faculty members who talk “at” their students and expect the students to adapt to the traditional read/lecture style.