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My empathetic personality and detail-oriented mentality are two of my foremost teaching qualities for facilitating an effective learning environment. Growing up, I bonded deeply with my teachers and looked to them for understanding and guidance. Teachers who invested in me and demonstrated empathy for any personal issues I was facing were indispensable for my overall academic success. I am inspired by those memories and seek to apply them in my own teaching. I strive to strike a balance between being firm about expectations, but empathetic and flexible with students who may be struggling. For students without personal issues, this quality has made me approachable and encouraged them to reach out for additional assistance. For students facing difficult situations and falling behind in the course, they have been able to communicate issues to me, see my care and concern, and feel empowered to regain their footing in the course.

As a detail-oriented individual, I spend time considering what the best possible way is to structure my courses, present the information, prepare activities and assignments, and select examples. Applying detailed consideration to these elements allows me to create an ideal learning environment that "threads the needle" easily between connecting ideas. I have been able to witness students often have "ah-ha" moments because of a well-selected example that segues easily into an assignment.

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Being helpful and enthusiastic are qualities that help me be a good teacher.  As a teacher, being helpful allows me to assist the students with any questions or concerns they might have.  It also helps me anticipate the assistance they might need before they need to ask.  I want the students to know I’m available to help them and that I encourage them to ask questions.  Being helpful can pertain to the actual course material as well as how they are doing in the class.  For example, I tell students that if they start to notice they are struggling with the coursework they should contact me as soon as they notice a problem.  The earlier I know, the more I can help them address their issues.

Being enthusiastic shows the students that I care about the course and I am excited about the subject. It can also help me make a topic that might be a bit dull more interesting to the students.  For example, because I am enthusiastic about the course material, I could take a topic such as “prison administration and management” and involve an active learning activity instead of lecturing.  My enthusiasm comes through in my demeanor as well as how I plan the course material, which can help keep students engaged.

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Two qualities that I believe contribute to me being a good teacher are that I am organized and adaptable. I believe being organized allows for smooth and effective teaching and in turn allows the student to learn in an easier and clear way. I have had courses where I was not as organized and it was clear in both the students evaluations of me and their objective measures (tests, quizzes) that they did not retain the information as well when I did not present it in an organized manner. I learned from that experience and now prioritize time to class prep and organize my thoughts and materials before teaching a new section. I feel being adaptable is important for a teacher but more so for a new teacher. You have to be able to continue on with a lecture if something goes wrong. For example, I have had many experiences where the technology in the classroom has not worked correctly and I would have to change the plans for the day quickly to make sure the material was still covered. I learned quickly that students want to always know that you as the instructor have a plan.  Being able to adapt to ever changing situations can instill a sense of confidence in the instructor by the students.

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The two qualities that I believe enhance my teaching the most are my approachable nature and my ability to learn quickly. By the latter, I not only mean my ability to pick up on the nuances of the material that I'm teaching, but also my knack for learning how to teach to my students' learning styles. I'm usually adept at identifying the process through which my students are learning (or not learning) the material, and so I'm able to cater my instruction to that style in a way that makes my teaching particularly effective. I also believe my approachability is particularly important, as it makes students more willing to view me as a partner in their education, rather than a gatekeeper. I carry a calm and relatable demeanor in the classroom, and engage my students in friendly conversation before and after the class. This way, my students appreciate me as a human being and are thus more comfortable with seeking me out for answers to questions that they otherwise might feel too vulnerable to ask.

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Being passionate and efficient are two qualities that contribute to my ability to be a good teacher. Being passionate is an important characteristic since the excitement and passion of the instructor of a course often transfers to the students. I teach research methods, which is a course many undergraduate students do not look forward to. However, by being passionate about research and demonstrating the exciting findings and creativity that goes into designing a research study, I find many students begin to understand and appreciate the value of research, which makes learning all the technical material more enjoyable. Secondly, being efficient is also important because it ensures that everything I put into designing a course has a purpose. I believe every activity that is part of a course should help students achieve the learning outcomes of the course. I think students appreciate this since it makes the course have a logical structure and flow and students don't feel as though their time/money is being wasted.

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The two qualities that I believe contribute best to my ability to be a good teacher are that I am fair and compassionate. I chose fair because that is what I hear time and again from students: they appreciate how fair I am. Examples of times this helps me be a better teacher are: If over half the class got a test question wrong, I give them the points back, because I see that as being a fault on me, not them. I also see this as an opportunity to review the material that this question covered in order to ensure that students fully comprehend course material in the future. I also treat all students equal, meaning that I require the same level of attentiveness, respect, and requirement-following from all of my students, even the ones that I have had before and are thus more familiar with. This translates well with all of my students, who appreciate that I do not have “favorites” that get special privileges. Reflecting back on my years as a student, it was always obvious to me when a teacher had a favorite, and it harmed my motivation level. I do not want that for my students. Second, because I am compassionate I have great concern for my students, both in terms of their understanding of the material as well as their circumstances outside of the classroom and how that may be affecting their course work. I understand that life happens outside of the classroom and that this may greatly affect their ability to keep up. I make eye contact with each and every one of my students when I ask if anyone has any questions, because even if they do not raise their hands, their eyes tell me if they are confused. I am also more than happy to work with anyone who is struggling due to my compassionate nature.

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Jillian Hinderliter - Teaching Qualities

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Jillian Hinderliter - Teaching Qualities

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Two qualities that I think make me a good teacher are my approachability and my organization skills. When I teach, I try to be as organized as possible and anticipate the sorts of questions students may have, especially if I’ve taught that course/subject in the past. When the class is organized and the assignments are as well, I find that students have less anxiety about what each class is going to look like or whether or not they completed an assignment correctly. I also think being organized helps relieve some of the stress of teaching and helps me maintain a good sense of humor and increases my enthusiasm for what I’m teaching. If I’m organized, I don’t feel so intimidated by that day’s tasks. I think my organization skills are compatible with my approachable nature and open personality. To me, teaching is not about being stoic and inaccessible, rather, I try to keep a friendly and approachable manner so students will feel like they can talk to me about any difficulties they’re experiencing or even discuss the topic at hand for fun. I think these qualities make me a good teacher and a good hire because both organization and flexibility/approachability are necessary for a comfortable yet productive learning and teaching environment. I also like to think that my coworkers could rely on me to be organized and approachable and maintain a pleasant departmental environment, especially an environment where we could collaborate on projects or co-teach a course.

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The two qualities that I believe contribute to my ability to be a good teacher are "creative" and "appreciate diversity." I selected "creative" because I do believe that I'm a creative person, which impacts how I design and teach courses, but it also impacts what I expect from my students. For example, the last thing I want to do is read a bunch of boring papers. If creativity matters, put it in the rubric! When I assign papers (or other things), I always like to include 10 points for creativity. I find that it easily separates the A's from the B's, and helps students go a little beyond what's typically expected. Plus, I'm not bored to tears while grading. I selected "appreciate diversity" as my 2nd quality because I firmly believe that diversity in the classroom isn't just welcome, it's necessary. One of the things I love about the doctoral suite at the J-School is how diverse it is. In fact, I'm EASILY the minority - I'm the only white female there, and I love it! My cohort is regularly taking me out to eat Indian, Korean or Chinese food, and when they come back from break they always bring the most amazing snacks from their home country. My closest friends are Korean and African-American and I don't know what I'd do without their perspective on the world. I believe our classes are better because of the diversity, and I believe my research is WAY better because of their input and feedback. This has also impacted how I see my own classes. USC is predominantly white, and in the J-School, it's not uncommon for me to have only one racial minority in a class of 20 or 30. This is a disservice to everyone because we all benefit from diverse perspectives. My goal as an instructor is to foster an open and welcoming environment so that minorities feel valued, but also so that students can see the value of having diverse students in their class.

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The two qualities that I think make me a good teach are that I am self-aware and tenacious. I find that my teaching stems from my own personal desire to know the steps to take to learn new materials and what pitfalls to avoid in the process. So, as I consider my students, I usually put myself in their shoes to figure out what information they need to do an assignment. I also think that tenacity is important because if I fail at an assignment, or at translating an assignment for my students, I'm always trying to rework the assignment in my head to make it better for the current semester, or the one to come.

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I chose passionate and authentic as my two qualities that contribute to my efficacy as a teacher. In terms of passion, I think I would use this to emphasize my pedagogy - my care for the entire educational well-being of a student, to really invest in their lives like my educators did for me. Authenticity is a bit fuller, which is why I chose it. On the one hand, I value genuineness/authenticity to a very high extent. But I think I would use this term to encapsulate several elements of my teaching style, such as my penchant for the practical and for fairness. Whenever I come to a curriculum, my primary focus is, "how can I teach this effectively"/"What do I need to say/do/prepare, for all the dots to connect?" as well as "What's going to be most USEFUL to them?" I think authenticity encompasses all that and more succinctly, and that's how I would utilize that word to describe what I'm passionate for in education. I think both the words tie into each other, in my educational aims.

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My two qualities that make me an excellent teacher are approachable and hard-working. The ability to be approachable is key in teaching as it will help students to seek assistance or to talk to me bout their issues or comments. Being hard-working on the other hand allows prompt and clean communication with the students. Also, it ensures that I complete all work that is needed for the students' progress, such as grading or commenting or even preparing well for classes. Both of these qualities make me competitive on the job market as students will feel comfortable taking my classes and I will always work hard to deliver for them.

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My Personal qualities that contribute to make me a good teacher- Appreciate feedback and Approachable 

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My Personal qualities that contribute to make me a good teacher- Appreciate feedback and Approachable 

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Encouraging and appreciating feedback from my student are important for me to hear my students views or comments about how I ‘m doing in terms of my teaching method or style, to know whether they are learning or gaining from the class or not etc. so that I can improve on self and impact knowledge better. This will help students understand the subject been taught better, improve their confidence and enthusiasm for learning. On the opposite, as a faculty, I must provide feedback to my student promptly to help them improve on their course work.

Approachable- It is importance for me to be approachable to my students because they may need support in understanding course materials or what’s required of them. When students feel comfortable approaching their instructor, they are likely to share their thoughts or lack of understanding and ask for help or clarification.

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1. Organized

Organization is essential to effective teaching and facilitating the learning process. I begin implementing my organizational system during the conceptualization and design phases of the course. I carefully arrange units and lessons to methodically address the aims and objectives. I carry my organizational system into the first day of class and throughout the semester. For example, I consider timing of activities and assignments, and plan ahead to have materials ready. Tools such as a course calendar are useful in mapping out the timeline of presentations, important dates, and any schedule modifications. Color-coded/labeled folders assist me keeping materials organized and prepared for upcoming lessons. I inform my students about the systems in place for communication, expectations, grading, etc. These strategies have not only set me up for success in being prepared, punctual, and anticipatory rather than reactionary, but do the same for my students. Through modeling organization in my course, students are in a better position to develop their own personal organizational skills to ultimately excel in their education and beyond. The organizational skills I display on a daily basis strengthen my fit as a future employee of [ABC University].

2. Self-Motivated

Teaching is a rewarding profession that requires a great deal of time, focus, dedication, and energy. Being self-motivated, both intrinsically and extrinsically, enables me to handle the demands and responsibilities of this role. It also leads to greater productivity of higher quality. I start early on developing lesson content, review material ahead of lecture, and complete other administrative tasks in advance without being prompted to do so. I take the initiative to continue learning new approaches to teaching and seek professional development opportunities regularly. Through teaching, I am consistently bringing my enthusiasm to the classroom and sparking motivation in others, while also challenging myself and my own personal expectations. I am looking forward to becoming the next member of the [ABC University] team and seeing the incredible work that we can do together in continuing to offer students a top-notch education.

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Two qualities I believe enhance my teaching are being approachable and being enthusiastic. Being approachable is critical for fostering teacher-student interactions, which are important for a successful learning experience. I have had teachers who suggested students just "stop by" their office, but were really unapproachable and self-involved and I therefore never created those mentoring relationships. My approachability encourages students to ask the questions they have, seek out possible mentorship, and hopefully facilitate conversations that will lead to more active learning. The other quality is my enthusiasm. Every time I have gotten an evaluation after a presentation, the words "passionate" and "enthusiastic" are on the list. I choose enthusiasm over passionate because passion isn't necessarily contagious, but I am of the mindset that enthusiasm for a topic and for learning can be. There is nothing worse than a teacher who seems like they don't want to be there. How does that spark curiosity and engagement? Enthusiasm, on the other hand, can capture their attention and help them learn something new.