The primary theme of this paper is that teaching at the college level has changed in the postmodern era in ways that make it necessary to consider a richer classification than the popular dichotomy of "sage on the stage" or "guide on the side." The career of G. Stanley Hall is discussed as an example of a teacher who would be considered more of a sage than a guide. In contrast, the teaching of Harry Kirke Wolfe was more that of a guide than a sage. The risk of simplifying teachers into lecturers and non-lecturers is explored, noting that faculty present themselves in many ways in the postmodern era. The characteristics that constitute effective classroom practice are discussed and grouped into the four clusters: (1) expressive personality factors; (2) behaviors that show receptivity to students; (3) pedagogical practices; and (4) physical characteristics. The paper concludes with examples of successful college teachers who break traditional rules of teaching effectiveness to great advantage. (SLD)