As I sit here at my favorite Starbucks coffee haunt in Westwood Village (near UCLA) faking complacency, I am taking the opportunity to ponder over many facets of my (nearly) 14-year association with the teaching of ESL both here and abroad. Of course, there are far too many aspects of this history to review in one or even 100 posts, but there is one area of concern to which I haven't alluded in depth: the benefits to be/not to be derived by way of an instructor's personality vs his or her performance.

Naturally it takes all kinds to make up the world's educational population -- students and teachers alike. As often as I have gotten down on my knees and prayed for the perfect class, I am slowly learning that there is no such entity, just as there is no perfect teacher. Therefore, it is basically a question of chance when it comes to such academic marriage. But, regrettably, the rookie instructor, through a dire lack of experience in the field, will ofttimes lose his/her cool over what he/she will usually describe as a lack of cooperation in the classroom. As truth has it, whilst presumably being THE party in charge, it is the instructor who must be in control enough of his/her capabilities to immediately flex to the given personality of the class -- that is, if anything academic is to be accomplished. Personally speaking, at one time I was transfixed by the popular TV show, The Paper Chase, particularly the sullen, strictly-business attitude of Professor Kingsfield, one of the key characters in this show depicting a Harvard University law course. So, I proceeded to mime that character -- complete with his ultra-snotty Harvard accent -- in my advanced grammar class, hoping to yield the same fantastic results as depicted on the show. No luck, for I was attempting to act out a rôle not personally written. Yet, after I had decided to switch to a part better blending with my own established personality -- as a straightforward, look-'em-in-the-eye, yet highly comical type -- I cannot tell you how successful the class turned out. WHAT does this all mean? A piece of cake: knowing thyself. It simply takes (a) a truthful evaluation of your varied personality traits and (b) training yourself to adjust to the mood of each of your classes. In time, this technique will build not only your self-awareness but, more importantly, your confidence in meeting and immediately adjusting to each and every classroom challenge, including all necessary variations thereof. Are you comical ... even sarcastic? Then, be so, while being conscious of variations necessary to befit the factors of age group, gender dominance, etc. Are you a no-nonsense type? Then, by all means, be so, while fine-tuning that demeanor via your initial impression of the seriousness, objectivity, and overall mood of your class. The idea is that you must likewise cast a first impression ... and you certainly don't want anyone immediately pegging you as an old fogy -- even if you ARE only 25! Once this is the case, you might as pack your bags and wander on to your next ESL adventure.

In the final analysis, each teaching experience is a wonder unto itself. But the most important element to us is our relationship with our class(es) ... and this is where first impressions count so heavily. It takes but one slip in the initial introduction to form a lasting adverse reputation, not to mention an equally antipathetic student attitude.

My best to all of us on the job.

The Arrogant One