Skip to main navigation Skip to Content

University of Toronto

  • About CTSI
  • Teaching at U of T
  • Teaching Topics
  • Graduate Students & TAs
  • Teaching Academy

Centre for Teaching Support & Innovation

  • CTSI Home
  • Portal
  • ROSI
  • Contacts
  • Maps
  • A-Z Index
  • Teaching Contexts
    • Exploring Large Classroom Teaching
    • First-Year Teaching
    • Graduate Teaching
    • Online Learning
    • Community Service Learning
  • Course Design
    • Course Design/Redesign Institute
    • Developing Course Syllabi
    • Developing or Redesigning a Course
    • Faculty Librarian Collaboration
    • Course Design Institute: Designs in Action
  • Strategies
    • Classroom Management
    • First Class Strategies
    • Inclusive Teaching
    • Active & Interactive Teaching
    • Teaching for Critical Thinking
    • Discussion Teaching
    • Small-group & Collaborative Learning
    • Teaching with Case Studies
    • Continuity Planning: Teaching Strategies
  • Assessment
  • Student+Faculty
    • Effective Practices in Support of Student-Faculty Interaction
    • Supporting Student-Faculty Interaction
    • Focus on Faculty
    • Student Perspectives
    • Who Are Your Students?
    • Profiles on Practice
  • Documenting Teaching
    • Teaching Dossier
    • Assessing Course Development
 > Home Page > Teaching Topics > Student+Faculty > Student Perspectives > Teaching 101: From a Student's Perspective > In the Spotlight
  • Connect. Engage. Empower
  • Open Space Technology
  • What Do You Mean By Participation?
  • Know Your Audience
  • Blackboard: Underused and Abused
  • Social Media: Friend or Foe
  • Online Office Hours
  • Twitter, Formspring or Tumblr
  • In the Spotlight
  • Teaching in the Google Generation
  • The Art of the Office Hour
  • Acknowledgements

In the Spotlight

The title of professor comes with dual responsibilities; when you accept the title, you have to be prepared to not only teach but to be a mentor for your students as well. If you do not embrace this latter responsibility, then you are just projecting information. Sharing with your students personal experiences in the field, showing them how to practically translate theoretical information and structuring the course to facilitate their growth are all ways to be a mentor and a teacher.

As a professor, you should aim to teach your students how to critically think and analyze instead of throwing readings at them and expecting them to know how to critically read them. Students are not born with an innate talent of critical analysis. To read and think critically is a learned skill; the onus to refine and teach this skill is on the professor. I find that when a professor tells us how we should be approaching a text we are more likely to write better essays. This is because when you show us how to read a text, we learn to do it ourselves and apply the analysis skills you teach us when writing essays.

Throughout my years (thus far) at UofT, I have had the pleasure of being taught by Professor Mairi Macdonald, Professor Vikki Visvis and Professor Joseph Carens.

Check out my interviews with them to find out what makes their teaching styles effective!

Professor Joseph Carens - POL320 
Professor Mairi Macdonald - TRN303H1
Professor Vikki Visvis


  • Centre for Teaching Support & Innovation
  • 130 St. George Street, Robarts Library, 4th floor
  • 416-946-3139
  • Site Map
© University of Toronto
www.teaching.utoronto.ca | ctsi.teaching@utoronto.ca