I do not believe it is a matter of being serious or not serious, in fact I think humor is a valuable tool in the classroom. An instructor can be relaxed, friendly, and humorous and humor in the classroom can often instructors connect with students and makes the learning environment more fun. The more learners connect with the instructor, the more likely they are to learn. However, I think the key is to set a standard. The challenge is to be relaxed in your teaching style, but make sure students do not mistake that for an "easy assessor". Teaching is always a balance of being fun and engaging yet ensuring delivery of content and maintaining standards of assessment.

Hi there Amelia.

During my undergraduate days, I never enjoyed the rigid/stringent type of professor. So when I started to teach, I told myself I would not adopt that type of approach. Thus, for me personally, I learn towards being more friendly. I find that by doing so, it creates a relaxed and positive atmosphere in the classroom, students are more engaged in what I have to say AND the material, and students approach me more often for questions/help. That is the approach that works for me, I realize that it won't work for everyone.

The only downside is having to avoid as coming across as too friendly. Otherwise students won't respect you as the authority in the classroom, perhaps see you more like a friend, or at worst, see you as a pushover and try to take advantage (e.g., asking for extensions on assignments, asking for less work). One way I've dealt with this is by setting clear rules for course requirements and classroom behavior, and remaining firm for such things as due dates and work requirements. Another way is to start off the term as more rigid/stringent and loosening up at the term proceeds.

I'm just talking from my experience, hope something I've said helps :)

Hi Donald,

thank you for the answer :)

I'm 28 and sometimes students are equal in age or older than me.

I CAN'T be rigid!

Feedbacks are positive

but sometimes I wonder if serious professors obtain a greater effort

and so a better learning.

Maybe it has been already studied...

I will search,

Best wishes.

The issue of 'better learning' is quite complex. It is not merely due to a lecturer being serious or not serious. I am not at all serious in my teaching and my students tend to find a pleasure in learning, rather than see it as a serious business, but I don't seem to be able to inspire some students to work extra hard. I have other colleagues who are similarly friendly but can inspire more students to put in great effort, and I have serious colleagues who also inspire so it is not the seriousness that matters. There is something in the way a teacher/lecturer frames their work that make a difference, and since I havent yet figured it out I can't help except to describe it for you

I do not believe it is a matter of being serious or not serious, in fact I think humor is a valuable tool in the classroom. An instructor can be relaxed, friendly, and humorous and humor in the classroom can often instructors connect with students and makes the learning environment more fun. The more learners connect with the instructor, the more likely they are to learn. However, I think the key is to set a standard. The challenge is to be relaxed in your teaching style, but make sure students do not mistake that for an "easy assessor". Teaching is always a balance of being fun and engaging yet ensuring delivery of content and maintaining standards of assessment.

From your comments have emerged very important notes: according to Margaret virtue is in the middle, your strong point seems to be balance and wisdom. Mark, you've shown great humility and you pointed out that the issue of learning involves many variables. You talked about frames... maybe the rules mentioned by Donald. Thank you all!

I have many thoughts about the relationship between teaching style (e.g., rigid/stringent as compared to relaxed/friendly) and teaching effectiveness. First, the question might need to include, "effective for what purpose, effective for what type of person, and effective under what type of institutional conditions?"

Next, I believe that a teacher can be rigid and stringent AND relaxed and friendly. That is, the styles are not necessarily at odds and it is truly a matter of experience and perception as to what constitutes "rigid" and "relaxed" or "friendly". Cross-cultural interactions in particular require indepth consideration regarding the meanings and perceptions of these descriptions. For instance, during my high school and earlier years, most of my teachers were a combination or mixture of "let's work no nonsense" and also friendly, relaxed and quite helpful. I experienced similar instructors during my undergraduate years. Many teachers were friendly (e.g., waving, making occasional jokes, inviting me to work with them) but also quite stringent when it pertained to completing assignments, studying, following class norms and other academic standards. I have rarely encountered a professor or instructor who was "relaxed and friendly" when it pertained to course work performance and expectations. Yet, as a faculty member in contemporary America I think the latter style is becoming ever more present. I am told by students that some instructors "relax" their requirements or do not have certain expectations about in-class behaviors (e.g., arrival time for class, class attendance requirements, due dates for assignments, accept papers at any time, give makeups upon student request). Based on these comments, it seems that many students really like these instructors, give them high ratings and smile or joke when talking about them. Of course this is qualified by whether or not they receive "good" grades from them. That is, when their grades are low even if the teacher was perceived as "relaxed and friendly" the teachers are viewed in a less positive way.

Yes I believe that teacher style influences student learning. If one is uncomfortable with any element of an environment it might have some impact on learning (e.g., noise level, classroom color) but I think this is a two way street. However, qualities and attributes of students interact with a particular instructor's "style" to produce different outcomes. Some students may like, admire and even "need" structure and direction that a "rigid and stringent" style offers to earn solid grades. On the other hand, another student might feel anxious, intimidated and powerless and interact with this same type of teaching style to lead to avoidance and withdrawal behavior which could negatively impact performance. Still, some other students really have no preference and are flexible enough in personality to do well by following the class requirements without internalizing any particular style of the teacher. Again, the question of "effective for what?" (e.g., retention of course terms or theories, preparing for the work/career world, increasing critical reasoning) and "effective for whom" (e.g., personality of student, ability level of student, experiences of student, mental health of student) might provide more specific responses.

P.S. I learned best or maybe just enjoyed class most when the instructor was clear, direct, serious minded with an open, friendly and entertaining classroom delivery style.

I always take an eclectic delivery style when I teach. Some points in a lesson deserve a serious presentation, while other points call for a more relaxed delivery. Also, the student population may require a more serious than relaxed method.

I agree with Shanette that the delivery style will influence the ability of the students to learn. This is primarily due to the ability of the Teacher to deliver information in a manner that makes sense to the learner. It may interfere or it may inspire. Again, it rolls back to the material being delivered and the general attitude of the learners. The good instructor will consider both before deciding on a delivery style.

Now, there are those instructors who are not comfortable with one style or another. Over the years they have found a delivery style that they think works for them. Yet, it is not us, the Teachers, that are the key. After all, we are only a tool for the learner to use in their quest for knowledge or skill. I think we should always incorporate different delivery styles each time we teach based upon the topic and the audience at hand.

Thank you all for your contribution.

Your reflections have helped me to understand that the issue is complex and has many facets.

I believe there is also a link to the position that is covered in the institution.

Much is understood with the experience, not only from the personal point of view, but also in research.

Thank you all and good work!