I graduated from high school in May 1945, just after the war in Europe ended, and enlisted in the Army the following Monday at age 17 (with my mother’s apprehensive but quick consent). Instead of facing the expected invasion of Japan, I was sent to an ASTP college program to study engineering at an accelerated pace, completing nine months of coursework before the program ended. A communications class taught by a part-time actor revealed the power of movement and engagement in presentations, a lesson I carried into my later role, training new troops at Camp Lee, Virginia. My colleague and I experimented with creative teaching methods, including a live booby trap demonstration that unexpectedly injured me, earning three days in the hospital and a laugh from my commanding officer—proof that I had certainly made my lecture unforgettable.

After my Army service ended, I returned to school and eventually entered graduate studies. One of the most challenging courses was physics, taught by a professor with a unique method: students were assigned sections of the textbook and called upon to teach the material to the class. The real learning came from preparing, presenting, and answering questions from peers. I applied the teaching techniques I had learned in the Army, which led the professor to call on me frequently. At the end of the term, he recommended me to the department chair, and I began teaching two of his classes while completing my doctoral studies.

During the final two years of my Ph.D., I served as both a student and a paid faculty member. When I earned my degree, I was offered an appointment as an assistant professor. This new role required me to refine my teaching style—I wanted to be recognized as a first-class professor. While my Army methods were helpful, the university clearly prohibited booby traps or explosives in the classroom, so I had to find creative alternatives to keep students engaged.

One memorable moment came when I walked into a classroom where the shades were drawn, and students were slouched in their seats, ready for a dull lecture. I asked those near the windows to raise the shades and then told everyone to stand and follow me in some arm stretches. It wasn’t as dramatic as an explosion, but it woke them up. I learned that you can’t be an effective teacher if your class is asleep, and sometimes, a little movement is all it takes to capture attention.

Enthusiasm is one of the most powerful tools a teacher can bring to the classroom. The best professor I ever had solved problems on the board with genuine excitement, even acting surprised when the answer was correct. That energy was contagious and made students feel capable of understanding the material. Passion and authenticity turn routine lessons into memorable experiences.

Honesty is equally important. No matter how well you know your subject, there will be questions you can’t answer. Never fake it—acknowledge the gap, promise to find the answer, and make a visible note in front of the class. Returning with the solution at the next session builds trust and credibility. Failing to follow through can permanently damage your reputation.

Finally, teaching involves adapting to unexpected situations. From changing norms like eating in class to handling privacy laws and student struggles, flexibility matters. Offer help to those who fail, but respect legal boundaries. And when circumstances shift—like speaking to a small audience during a snowstorm—give your best effort. Whether in a classroom or at a conference, treat every interaction as an opportunity to engage and inspire.

Actionable Teaching Principles

Since my first teaching role in the 1940s, one thing has stayed the same over all these years, teaching across eras and circumstances—military, post-war academia, and today—always comes back to human connection.

Show Enthusiasm

• • Approach problems as if they’re new and exciting.
  • Let your curiosity and energy be contagious.

Ask yourself: What makes me enthusiastic about this topic? How can I share my enthusiasm about this topic in an effective way?

Be Honest and Transparent

• • If you don’t know an answer, admit it.
  • Make a note in front of the class and return with the answer next session—always follow through.

Ask yourself: How can we co-learn as a class if I do not know the answer to a student’s question? How can I engage the class to help answer questions I don’t know the answer to?

Engage Actively

• • Treat every lecture or presentation like a performance—you’re on stage.
  • Use movement, eye contact, and voice modulation to maintain attention.
  • Again, speak with genuine enthusiasm.

Ask yourself: How can I make lectures I have presented before more performative and engaging? What are my movements, eye contact, and voice doing while I am lecturing?

Adapt to Modern Norms

• • Eating in class? Do you allow using ChatGPT for assignments? Do you allow students to record the lecture?
  • Be flexible but maintain professionalism.

Ask yourself: What are the students in my classroom doing, what are their norms, and how can I adapt/adjust my professionalism? What am I not willing to adjust and why?

Support Struggling Students

• • Offer extra help for those who fail tests or consider revise and resubmit policies for essays.
  • View their failure as partly yours—invest in their success.
  • Respect privacy laws when communicating about grades.

Ask yourself: What are my students struggling with in the curriculum? Why are they struggling with this material/concept? How can I genuinely support students that are struggling? How does helping a struggling student make me feel?

Handle Special Circumstances Gracefully

• • Audience size doesn’t matter—give your best presentation, whether it’s 10 or 100 people.
  • Reward commitment and effort from students or attendees.

Ask yourself: How do I feel when students miss the lecture or attendance is low? How do I maintain a positive and graceful attitude when my students don’t seem engaged?

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