Taking Responsibility: Part II (the faculty)
During a recent class, a student accused me of transforming myself into Satan. Unfortunately, he was correct.
As I explained the expectations for final projects, I scared my students because they thought I was modifying the requirements I had previously developed for their projects. Realizing that the students had not understood my intent, I joked, “I’m not having a personality change. You don’t see me growing horns and a tail do you?” I smiled. And a student responded, “Well, [pause] maybe a little bit.”
I could have taken the position that I had been clear about the project expectations since the beginning of class. I could have argued that the example I had just used was consistent with the examples I had been using during the first half of the semester. Or I could have accepted responsibility for beginning to grow horns and a tail. I chose the later.
Because I am not an arahant or an enlightened one, I will continue to make mistakes and to act in ways that are not desirable. Therefore, in the same ways in which I expect students to take responsibility for their behavior, I must also take responsibility for the consequences of my actions.
When the student suggested that I might be growing horns and a tail, I neither tried to justify my behavior nor argued that the students should have understood me. Nor did I deny that they were beginning to see the horns and tail taking form. I apologized to the students for my clunky language and explained my intent. I was not surprised that the students accepted my apology and were willing to work with me to clarify the misunderstanding I created.
Earlier this semester, as I was leaving my office to teach my 10:00am class, a student approached me to see if I was going to be coming to class. It was an odd question-until I realized that it was Monday and class was scheduled to begin at 9:30am. I was already 20 minutes late. When I entered the room, I apologized for being late and admitted that I had confused my Monday and Tuesday class schedule. Students laughed at me. But I also noted that all of them had waited for me.
I believe that the individual with the highest authority in any given situation typically defines the values exhibited in the business or organization. In the classroom, the person in authority is the professor. Because I am able to admit shortcomings and to take responsibility for my behavior, I find that students are generally willing to admit when they have been less than responsible or have made an error. Because I am willing to say “I did something really stupid today…,” they are more willing to deal with me honestly. And the class is better for it.
- –Steven L. Berg, PhD
Accepting responsibility is also important for students; an issue I will addressed in “Taking Responsibility: Part I (the student)“.
David Grant Smith 
wally sparks 
Tier
This is a great and thought provoking series of reflections on responsibility, Steve. However, I didn’t notice any mention of a “next installment” on the series. So, I’m going to propose one… Responsibility Part III: (relationship). I realize that the issue of relationship is implied in the series thus far – particularly the relationship of student/teacher. But ultimately, responsibility is purely academic if it isn’t lived in a relationship which acknowledges, affirms, celebrates and contributes to the interrelatedness and interdependency of all people and beings. In other words, it has been my experience that true responsibility is LIVED responsibility. I would love to read/hear what you might have to say that would unfold that idea a bit further.
Peace!
David