Getting to know your students is important, but as Dean A. McManus (referenced below) points out, it’s not always easy and may, in fact, be one of the few things that get worse with experience. Here’s why:
It’s not always easy to differentiate between critical pedagogy, active learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student
Teachable moments, those special times when students are most ready and willing to learn, are traditionally considered unplanned opportunities. But should teachable moments be treated like unexpected gifts or can they actually be set in motion with a little advanced anticipation and planning by the instructor?
Do you challenge students to think about why they’re taking a course? Most faculty are discouraged by the very common “because it’s required” response. Equally discouraging is what students hope to get out of a course. Sometimes they seem perplexed by the question! The answer is so obvious—they want an A.
“Do we really need to buy the textbook? It’s so expensive!”
“Can’t you just summarize it for us?”
“Would you just tell us what parts will be on the exam?”
“It was so long and so boring. I couldn’t get through it!”
Learning communities come in all shapes and sizes. Some simply link courses and put students in a cohort; many go considerably beyond that to build
While conducting a class, even though teachers may be doing all or most of the talking, students communicate important nonverbal messages. They communicate these messages through facial expressions, body postures, and how they say what they say, as well as what actions they do or the skills they attempt to perform. Both novice and expert teachers see the same student responses, but expert teachers see in those responses something very different than novices see.
The contribution that humor makes to student learning is well established in research. It is not that humor causes learning; rather, it helps to create
That persona we don when standing before students is what Jay Parini refers to as a “teaching mask.” “What I want to suggest here is
Despite the admirable goal of improving student learning by assessment, many faculty members are uneasy about participating in assessment-related activities. One way to overcome negative feelings about assessment while promoting improved student learning is to encourage faculty to engage in the scholarship of teaching and learning (SoTL).