“And never gallop Pegasus to death.” –Pope

You took the subject matter that you love dearly and brought it to the classroom. You planned. You reviewed. You researched. You listened. You implemented. You evaluated the results. You corrected. And you still weren’t satisfied?

The line above from the English poet Alexander Pope sometimes comes to my mind thinking of how faculty can over pursue too much perfection. Sometimes we can wear down a good learning atmosphere by overthinking, overcorrecting, or overcompensating the learning experience.

That’s not to say we shouldn’t be astute evaluators of our teaching, nor is it to say we shouldn’t redesign parts that haven’t proved effective. However, we need to look at all areas of the teaching experience we are creating to judge it fairly. If not we run a danger of creating lumbering, methodical classes that obscure some of the more transformative moments that can occur. Here are some things to look for.

Consider the variables you can’t control

There is no one perfect “way” that education takes effect. One method can be very effective one day, then not on others. It’s about variation and method (s). This is due to the real-world fact that our behaviors are affected every minute by variables we cannot control. This includes environmental factors, physical factors, or mental factors. Can we really control that building renovations cause a distraction the day we give a careful and painful demonstration of a difficult concept? Can we control the physical or mental shape our students are in each day? Did some stay up late for Homecoming activities that week? Are they taking good physical care of themselves being away from home for the first time as freshmen? Something as simple as sleep and adequate hydration plays a great part in an individual’s ability to learn and are common deficits in college students. (For an excellent examination of this and other learning barriers, see The New Science of Learning cited below).

Always consider what’s working

Some parts of a class or lesson may not come out as you expected. You may look over the activity and decide it could be better. These are natural and careful teaching tendencies, but don’t let them define the overall success or failure of a lesson, unit, or course. There are multiple facets at work in individual learning: individual behaviors, environmental factors. Consider where your successes were in the course and don’t overindulge in areas you think were insufficient.

Don’t discount the soft moments

Ever finished a class and simply felt that you made students make connections with the content? Sometimes the catalyst for the understanding doesn’t come from the presentation alone but an odd mixture of the immediate environment, the mood of the students, and any other behavioral factors that may impinge on a college student. “Soft moments,” like soft skills, are those intangibles that create effective and even transformative moments in teaching. They can come from the strength of a lesson plan alone or from a bond formed by students in the course. These are moments that are tricky to recapture and duplicate, but they present themselves not infrequently during a semester, as instructors with any experience will realize. Another aggravation with these moments is they can affect student populations disproportionately. Some may have a clearer experience than others. Don’t despair. Attention to diverse activities can assure that students have a “second chance” at connecting deeply.

Don’t forget essentials

Some simple corrections may go a long way to enhance everything you have already laid in place. Was planning for the day complete? Course delivery is affected by multiple variables, so strong planning can make the difference in evening out experiences. How about your course goals and expectations for assessments and activities? The key here is the alignment of outcomes. Dee Fink, the renowned expert on faculty development, puts it more simply than most: “Your course design has the potential to facilitate significant learning.” Sometimes in our pursuit of perfection, we make adjustments that can misalign old outcomes with our activities. It’s always good to check these before making adjustments.

Avoid perfection obsession

Striving for a better class experience is certainly a good thing, and it is not the thought of the “perfect learning experience” that can negatively affect our course experiences. However, our reaction to failing or falling short has a notable effect on our performance. Don’t be obsessed with perfection and accept the less-than-perfect days for the successes they do bring. Think about the adjustments you need and keep an open mind to what is working you may gallop to death with too much reworking.

Barile, N. (n.d). Avoiding Perfectionism Can Save Your Teaching Career. Hey Teach. Western Governors University.

Doyle, T. & Zakrajsek, T. (2019). The new science of learning. Sterling, VA: Stylus Books. 2nd ed.

Fink, D. & Ganus, M. (2009). “Designing Significant Learning Experiences.” In Aspiring Academics: A Resource Book for Graduate Students and Early Career Faculty. Eds. Solom, M. et. al. Pearson, 70-86.

Stoeber, J & Rennert, D. (Feb 2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, and Coping 21(1):37-53. DOI:10.1080/10615800701742461