A professor vs an instructor is a popular trope in educational settings, but not in real life.
We asked a group of educators in Washington, D.C., to write about the differences between the two.
They told us about their own experiences, how they’ve taught students and what they think about the distinction.
In their own words, here are the best ways to teach professors vs. instructors.
Your teaching is very important, but it’s important to know that you can’t teach a person to be a professor.
Teaching is very individual.
We’ve written about this before, but in practice, teaching can be very challenging and personal.
A professor can be a great mentor to a student, but a student who doesn’t know you and doesn’t have the same values and values about teaching might not know that teaching can also be a very personal and meaningful activity.
As a professor, you need to have a very clear sense of what you’re trying to accomplish and how you want to accomplish it.
It’s really important to be clear about what you want and what you are not trying to achieve.
If you’re going to be able to teach someone to be an instructor, it’s going to take a lot of work.
And there’s no guarantee that your teaching will be effective.
It takes years of teaching to learn that lesson.
So while you might be a good teacher in theory, in practice you might not be as effective.
You’re going be teaching someone who has no idea what you know about how to teach.
So you’re doing your best to be as clear as you can about what your goals are, and then you can work with the person who wants to learn, not with the student who wants a job in the classroom.
You have to be flexible.
You can teach a student to be good at mathematics, but they won’t be good enough to be proficient at reading.
You’ll be teaching them to be smart, and you can teach them to do math, but you have to have the flexibility to teach them how to be very good at math, or to do very well at reading and writing.
It can be hard to get students to understand that their professor isn’t just another instructor.
We’re all going to have different expectations for the way we see ourselves as teachers, which is one reason why we tend to think of instructors as having very little value.
When we see a teacher in the hallway, it feels good to say, “I don’t have to tell you how to do this or this,” but there’s a lot more going on.
We have a lot less to say to our students when we’re teaching them than we do when we are teaching them math.
So when we teach them mathematics, we have to put it in terms of what we do for work, not just in terms, “Here’s a nice way to solve that problem.”
When we teach students to be more independent, we can also have them learn more of the world.
For example, I often tell my students that I don’t think they can be good with math until they’ve read the textbook, because that’s where the fun and learning and creativity come from.
If we don’t get that done, then the math will be fun, but the writing will be a chore, and the writing won’t come out as good.
The students will never understand that the math is actually an activity that they can participate in and that they have a role in.
They’ll be confused and disappointed.
If they do understand that, and if they can actually see the math as an activity, then they can do it.
They can do the math in a fun way, but I can also make them really smart and creative, and I can teach some math in the way that I do for my kids.
The only time that we don and the only time we can’t is when I’m teaching them how not to be bad.
Your job is to help your students learn how to solve problems.
The first step in teaching is to teach the student that the problem is real and that the solution will be useful to them.
When you solve a problem, you give the student a chance to learn how that problem actually exists.
But you can also teach them a lot about solving problems in general.
You need to give them the opportunity to be creative and make a few assumptions.
The most important thing is to show them that the solutions that you come up with can be useful for them.
For instance, you might have a list of questions that you’re solving and ask them to think about them and to think differently about what they want to know.
The questions are asking the student to think more about what’s important and what’s not.
You want to be teaching a student that they shouldn’t just assume that they know what the answer is.
They have to think for themselves and be able and willing to change their mind.
Your goal is not to make them a math genius.