Book review: <i>Teaching by Heart: One Professor’s Journey to Inspire</i>

This timeless observation (Tagore, 1916) captures a core tenet of education: effective teaching is inseparable from continuous learning and improvement; a thought that flows subtly in my mind as I read this book.Thomas J. DeLong's Teaching by Heart brings this truth to life as a reflective, sincere and inspirational exploration of what it truly means to teach, not just as a profession, but as a profound vocation. As a steadfast educator with over five decades of experience, DeLong guides readers through his journey of teaching, mentoring, observing and learning, revealing how teachers can both empower and, at times, inadvertently hinder their students’ progress.DeLong weaves narratives from his personal and professional life to demonstrate how self-awareness, vulnerability, connection and understanding one's own patterns are integral to effective teaching. Rather than offering a prescriptive “how-to” manual, the book is a resonant narrative encouraging educators to look inward and adopt a more authentic, emotionally informed pedagogical approach. It highlights the importance of specific aspects required to create a distinctive teaching-learning environment, achieving an enriching teaching experience. Teaching by Heart is an intriguing invitation to critically assess one's pedagogical identity and cultivate an intentional, compassionate and self-reflective teaching approach for anyone engaged in academia.The first two chapters focus on the author's mettle in navigating daunting challenges, highlighting how he addresses these obstacles through self-contemplation and his formative teaching experience at Harvard Business School. DeLong begins the chapter underscoring the essentiality of storytelling, where stories are the universal method to impart knowledge. The art of observing is also brought to the fore, with the assertion that teaching, as an art, begins through observation. DeLong's strong desire to earn a good reputation amongst students and to effectuate student interest towards learning reflects his high regard for students’ engagement. The book recommends role-playing, familiarizing oneself with the classroom environment and conducting practice sessions in the teaching space, while contending that the first five minutes are the most crucial part of any session for capturing students’ attention.The next two chapters of the book bring us to a perspective on one of the key stakeholders: the students. These chapters highlight how each student brings a unique viewpoint, distinct abilities and varied learning experiences to the classroom community. They emphasize the importance of knowing each student's story, beyond just their backgrounds, so that the instructor can comprehend their drivers and challenges and respond to them in ways that meet their emotional and psychological expectations. Teaching is presented not merely as the transmission of information but as a process rooted in connection, empathy and the cultivation of curiosity, where students are encouraged to test and critically examine their assumptions. The book suggests that teachers foster a sense of inclusivity and treat students as adults and equal partners in the learning process, with particular attention given to students who are academically struggling. DeLong calls attention to a major pitfall among educators, which is that they start categorizing students reflexively, underscoring the fact that teachers are especially vulnerable to behaviors such as prejudicing, playing favorites and classifying. Awareness of these tendencies is essential for managing them effectively. Furthermore, the author outlines key attributes essential for creating an effective classroom environment and categorizes students into four common types: the frightened student, the self-assured, the comic and the “I am-not-ready-for-prime-time” student. He then presents tailored strategies for effectively engaging each group.Chapters five and six elaborate on creating trust-based covenants with their learners and explain the rationale and mechanics of the teaching plan. Covenants are crucial in teaching, as they create bonds of trust that facilitate learning and growth. Nurturing and reinforcing such relationships is vital to helping students feel like an integral part of the academic experience. The author contrasts contractual and covenantal relationships, arguing that the latter are foundational to effective teaching. As a professor of organizational behavior, DeLong delineates his methodology for designing instructional processes that leverage the content to be taught, determine how it should be taught and ascertain the appropriate sequence of instructional components that should be followed while teaching. His approach is further illustrated through the deconstruction of his 80-min session on “Having Difficult Conversations” (Stone et al., 2010), which serves to provide nuanced insights into the structuring of an effective lesson plan.The following two chapters take us through the process of reflection and introspection, as DeLong shares his inner monologue following a teaching session, writing about the importance of questioning oneself, analyzing how the session went and reflecting on each student's engagement and assimilation of the concept taught. Staying aware of one's core patterns, leveraging one's strengths and constantly seeking feedback from colleagues and friends will ensure one remains educationally challenged and committed to a state of ongoing growth. Continuous self-improvement is a lifelong path driven by the principles of Kaizen (Imai, 1986). Likewise, small, consistent steps, enhanced by constructive feedback, lead to substantial growth. The author wishes that the students comprehend the power of communicating horizontally and vertically, and dare to have authentic conversations that foster deeper connections with others. “Mature vulnerability brings meaning to one's life,” he quotes, hoping that students realize this and create a sense of purpose in their lives.In the subsequent chapters, the narrative raises challenging questions about fairness and recognition in academic environments, such as “Why was a great teacher denied promotion?” and “Why did a good teacher contract a debilitating illness?” while examining the experiences of his fellow educators, Joanna and Julio. These narratives underscore the value of mentorship and authentic collegial relationships, in contrast to the prevailing penchant among faculty to prioritize autonomy and focus primarily on research and academic achievements. Feedback is critical, and having a proven, systematic process in place where mentors are assigned to help junior faculty members assess their skills by providing them with tools to strengthen their areas of improvement.The final chapter emphasizes six key dimensions that are prerequisites for memorable teaching: reassure with content expertise, know the students, be true to style, know how to create a safe learning environment, get out of your own way and be believable. The author leaves readers with three guiding questions for teachers at every level of teaching and in every type of educational setting: “How do I experience others? How do others experience me? & How do others experience themselves when they are in your presence?” The author concludes with the quote, reflecting his conversation with his mentor and friend, Jack Gabbaro, “Aim to teach as an art, settle if we make it craft, and support one another when we find ourselves lowering our craft to a science”. This is the essence of authentic teaching experience, and there is no more valuable profession.The book evokes my recent classroom experiences, reminding me of professors whose unique pedagogical styles continue to shape my understanding and approach to teaching. Thomas DeLong's book Teaching by Heart: One Professor's Journey to Inspire stands out as an insightful contribution, describing an instructor's interlude about preparing, delivering and learning through the pedagogical process, offering rich insights into the emotional, cognitive and relational dimensions of teaching. This book will enable readers to simultaneously develop the invaluable skill of leading, teaching and inspiring. As an aspiring educator, I believe that every moment, both inside and outside the classroom, holds the potential to make a lasting impression, perhaps even changing the trajectory of a student's life. While teaching styles cannot be measured in absolute terms, what is truly essential is the intent and efforts invested in the practice. As Sangster (1909) wisely states, “No one should teach who is not in love with teaching”, a sentiment that echoes with the book's central theme: effective teaching is grounded in genuine passion.