My mother was not your typical 1990s Beanie Babies collector. She didn’t care whether the little pellet-filled critters that she scavenged for at flea markets and rummage sales and on eBay were in mint condition or whether their heart-shaped name tags were still intact.
We’ve all written them: the narratives or statements that frame our teaching for those reviewing our portfolios. Maybe the review is for a job; maybe it is for contract renewal, tenure, or promotion. But how many of us have had a clue about what this
When I began teaching just about 30 years ago, the classroom norm was chalk and chalkboard. Not a computer in sight! Over the decades, I have learned to use courseware and various digital applications, augmenting my once wholly analog approach to teaching step-by-step with digital
“Storms come and go fast. When the downpour reaches the ground, the water runs away quickly—little gets into the ground. Drizzle offers a different image—fine, slow, silent, and yet penetrating. Drizzle soaks into the ground. The Chinese have a saying: ‘Real education is like the
Like birthdays, anniversaries are occasions for reflection, and as I approach the fifth anniversary of my teaching career, I find that my thoughts are drawn to the things that I did badly. Here’s a list of five teaching mistakes I have made. I share them
Graham Broad’s piece reminded me of a short critique John Kenneth Galbraith did of his teaching: “How I Could Have Done Much Better.” The honesty of both is courageous and refreshing. Most of us were trained as content experts. We learned to teach by doing
Having never viewed myself as an expert and periodically believed I’m an imposter just waiting to be found out, I went a long time without worrying about the so-called curse of knowledge. I couldn’t possibly know too much math and chemistry, the content I teach.
Every teacher has strengths and weaknesses. Have you ever tried to list yours? Doing so is a worthwhile activity. I’d recommend doing it in private with a favorite libation—only one, because there is a need to be thoughtful and honest.
I’m still thinking about mid-career
I heard someone say today that he’s been teaching for 50 years and never really thought about his teaching. “I just go in there and teach—I don’t think about it.” And here I am having spent something like 45 years thinking a lot about my
We are definitely way more interested in learning than we used to be. In the early years of my teaching and faculty development work, it was all about teaching: improve it and students will automatically learn more. Now the focus is on how students learn
Magna Publications © 2024 All rights reserved