I want to be a better teacher this year than I was last year. Here’s what I plan to do differently.
It’s not just about how many times they raise their hands in class.
Whether you teach in the humanities or in the sciences, there are benefits to using both forms of assessment.
Maybe you have to know why these teaching strategies work to be able to know how they work best.
You don’t have to reorganize your whole course to give students opportunities to learn from their mistakes in class.
Our grading policies and practices expect students to learn on our timeline, not their own.
Those students you just failed? Give them a call.
You can’t build on the successes you achieved this semester if, by the time fall rolls around, you forgot how you achieved them.
In the process of correcting students’ mistakes, don’t forget to focus some attention on what they’re doing well.
A detailed class plan full of bullet points is a security blanket. Maybe it’s time to leave more to chance?
We can’t make students do good work, but we can make sure we’re doing all we can to help.
Don’t swing for the fences too much when an in-class reviewer comes to evaluate your teaching.
How the “jigsaw classroom” can help students to see a subject both in piecemeal and broad ways.
Telling students facts to correct their misperceptions may only serve to reinforce them.
Are there useful ways to fit the square peg of our scholarship into the round hole of our teaching?