When I meet with faculty, I often talk about the importance of moving our conversations about teaching beyond the “tips and tricks” to the kind of thought-provoking discussions that help promote, motivate, and sustain our growth as teachers.
Why this article is worth discussing: Student
Intellectual messiness is one of those perfect descriptors. I’m not sure where it originated, but I do like it, probably because messiness abounds in my mind. I have been frustrated lately by how old I am and how little I’ve figured out, especially about teaching
“All teachers can improve; most should.” Did someone tell me this or did I make it up? I’ll put it in quotes because I’m not sure, but it’s a one-liner I like. To improve means to get better. It’s about ongoing efforts to teach in
Has teaching improved? It’s a question I’ve been putting to myself here on the backside of a long career. Without beginning benchmarks it’s hard to say for sure, maybe a bit, but not as much as it could or should. My feelings were reinforced by
When a discussion didn’t go anywhere.
When a group couldn’t seem to work together.
When the answer was wrong.
When the grade was unexpected.
When not all that many students are paying attention.
It’s hard to say—we have no definitive measures of learner-centeredness or even mutually agreed upon definitions. And yet, when we talk about it, there’s an assumption that we all understand the reference.
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I continue to be a huge fan of personal narratives, those accounts of teaching experiences from which the author and the reader learn much. They’re scholarly, thoughtful, and intellectual. They may start with “here’s what happened to me” but that launchpad rockets the author and
Last post on entitlement (I promise, at least for a while), but Dave Porter’s comment to the recent post on responding to entitlement identified something I’ve been thinking about but hadn’t clearly recognized—teacher entitlement. He writes that in his nearly 40 years in the classroom
Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or
How did you learn how to teach? By trying to teach like those who taught you? Through trial and error? By looking for feedback on course evaluations? As an experienced educator, what methods do you now rely to continue your growth as a teacher? Do
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