My name is Teacher, and my mistakes are Legion.
None of these mistakes are catastrophic. I haven’t lost my temper and pulled my hair out by the roots. I haven’t made grading errors that led to a 75 percent flunk rate. I haven’t written
I think most faculty have a love-hate relationship with mistakes. On the one hand, we understand that learning is messy and involves missteps and do-overs. We know that a growth mindset is important to development. We want to see mistakes as opportunities. But on the
Like many college faculty, my first teaching experience was in graduate school. I was woefully unprepared to teach but blissfully ignorant of that fact. I had sat through three informal meetings on how to teach given by fellow graduate students who had taught a few
Mistake # 1 – Let content dictate instructional decision making.
Marshall Gregory, an English professor at Butler University, has written a fine essay that explores the role of content in learning. In the excerpt below, he discusses why we have students learn certain content. Some
Hundreds of studies have demonstrated that there is no significant difference in learning outcomes between online and face-to-face courses. But many students still report having a bad experience with online education because their instructor makes some easily identified mistake when moving courses online.
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