This posting focuses on best practices when, inevitably, we make mistakes when we are teaching. In the category of mistakes, I include: allowing typos to go uncorrected on exams and other assessment-related errors, misstating the law or the analysis of a hypothetical, forgetting or mispronouncing a student’s name, implementing a new (or even time-tested) teaching technique that fails, and failing to respond consistent with one’s values to a student’s misconduct, discourteousness, or mistreatment of peers. I will start by making it clear that mistakes in these categories are inevitable, and I have made most of the errors on the list in the previous sentence.
Recommendations Applicable to All Teaching Errors
Owning the mistake. The most important thing you can do, both for your credibility with your students and as a role model, is to acknowledge the mistake with professionalism and candor. This best practice requires you to neither publicly beat yourself up (no matter how disappointed you are in yourself) nor to understate the error. Try to be factual, e.g., “In class, I said that the courts have concluded . . . but, when I looked it up after class, I discovered that the courts actually have concluded . . .” or “In class, I pronounced Ms. ________’s last name as _______, but it is properly pronounced __________.”
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