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• W2033993301 abstract "Parents can tell but never teach, unless they practice what they preach. —Arnold Glasow “Practice What You Preach” is a simple yet very powerful phrase used in a variety of relationships. Within families, it makes one responsible and accountable for words and actions. In places of religious worship, it encourages others to “do what is right” for the good of humankind. In intimate relationships, it can demand trustworthiness and responsibility. How have academics in higher education modeled this expression in and outside the classroom? Do we “practice what we preach” and “practice what we teach” regularly? As academics, we impart a body of knowledge to students as experts in our respective disciplines. We are the role models in the profession for our students, who look to us for guidance, direction and leadership. For some students, college faculty may be the first connection or link to their desired careers in agriculture, arts and sciences, education, business, nursing and other fields. Therefore, it is essential that we “look the part” and “act the part” as we educate the next generation. Through my teaching, research and service responsibilities at the university, I continue to make the connection to who I am professionally and personally and my potential to influence students as faculty at an HBCU. My teaching philosophy includes encouraging and challenging students to find creative ways inside and outside the classroom to improve child and family life. I share the latest trends in parenting and family development and engage students in activities that can influence the relevant issues facing families of the 21st century. Students gain a sense of hope and optimism that they can make a difference. They are motivated to take the knowledge and skills learned in the classroom to the venues such as childcare centers, social service agencies, public and private school settings and even places of worship that provide services to children and families. Requiring students' involvement in campus and professional organizations at all levels encourages involvement beyond the walls of the university. To encourage professional development in students, faculty can “practice what we teach” by keeping professional memberships current and active to ensure unlimited access to networking opportunities for ourselves and our students. Attending conferences, workshops and seminars keeps faculty informed of the latest issues and trends in their fields. It not only enhances classroom pedagogy, but it can also enlighten students. The sharing of knowledge is even more meaningful if students are able to accompany and /or co-present with faculty at professional conferences. Students can see their mentor, advisor and/or professor interacting and networking with other professionals in the field—exactly what we encourage in the classroom via group assignments. Over the past 10 years I have been in higher education as a graduate student, research assistant, teaching assistant and now an assistant professor. But not until I became a mother four years ago did I recognize the similarity of the roles of motherhood and female academic. Teaching parenting and child and family development to graduate and undergraduate students, I am often challenged with applying the key terms and concepts discussed in class to my daily interactions with my son. What a real eye-opener when you witness your child “practicing” reciprocal socialization, social referencing, assimilation/accommodation or delayed gratification. These real-life examples are teachable moments for the students and me, and useful as talking points in the classroom. It makes me very conscious of my son's developmental milestones and my role as a parent in those transitions. However, the various parenting techniques that I expound upon in my Parent-Child Relations class pose more of a challenge in my personal life. While I am passionate and deliberate in teaching parenting concepts such as gentle/creative discipline, ignoring bad behavior and rewarding good behavior, do I really “practice what I teach?” I often have to refer to my notes in parenting my four-year-old! Yet my connection to and passion for the parenting literature makes me very cognizant of what works and what may not work for different children. I often share real life examples in the classroom. Successful teaching as well as successful parenting requires commitment, dedication and a true love and passion for what you do. Just as a “good parent” cannot sit on the couch to raise her children, neither can a “good teacher” sit behind her desk and educate her students. Active and involved teaching and parenting are necessary for successful learning and development. While women in engineering or molecular biology may have more difficulty in connecting personal with professional experiences, all of us can educate, empower and encourage eager students over the course of a semester. Some of us have a passion to teach freshman and sophomore level-courses and create the foundational skills and knowledge in “new” students. Others find their strength in upper-level or graduate courses and offer more practical based pedagogical skills to students. Whatever your position in the academy, embrace your role in the classroom as not only instructor or professor but also as mentor and role model. This acronym may help: Train/educate all students to reach their full potential. Empower students to feel confident in performing. Advocate and support students' ability to learn. Challenge students to “think outside the box.” Hold students accountable for their educations. Reach her at mwwheele@ncat.edu" @default.
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• W2033993301 date "2011-10-01" @default.
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• W2033993301 title "‘Practice What You Teach’ Advises a Family Life Educator" @default.
• W2033993301 doi "https://doi.org/10.1002/whe.10249" @default.
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