I’ve often felt that a teacher’s life is suspended, Janus-like, between past experiences and future hopes; it’s only fitting, then, that I’m preparing for this new year by looking back. Here’s a countdown of last year’s gratitude journal entries that reminded me how kind, clever,
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.
For me, the move from in-person teaching to asynchronous online teaching took place over decades, but it still presented a challenge that threatened fundamental aspects of my identity as an educator: the dynamic exchange of energy between me and my students and the importance of
This article first appeared in the December 2011 issue of The Teaching Professor.
I can’t remember when it happened; I just know that it did. I changed vocations in 2003, becoming a full-time academic after being president of a heat treating company in Ohio.
After 35 years writing for The Teaching Professor, Maryellen Weimer signs off with her final column.
I have two loves: teaching and learning. Although I love them for different reasons, I’ve been passionate about both for all my career. I teach less now, but what I love about learning should keep me learning.
Originally, I added a few lines from a prose poem at the end of the compilation of reader responses to our queries about the questions teachers ask students. I wasn’t sure; the content fit, but it was poetry. My excellent editor called it a “swerve,”
Many of our students think about college as job preparation. The focus tends to be on the job and not whether it suits their skills and abilities. A lot of students are pretty convinced about what they can’t do but much less certain about their
I recently read an article in Studies in Higher Education titled “Why Do Academics Blog?” It got me thinking about this blog and why I do it.
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