Winter break is the perfect time to see what you can learn about teaching from other fields.
Gauging their own progress by the end of the course may help them evaluate your teaching more accurately.
Adjuncts are postdoctoral teaching fellows. Search committees must start seeing them as the veteran pedagogical experts they are.
That would mean giving up the pedagogical benefits of knowing who has done the work we’re grading.
That’s one sure way to get students to show up.
Perhaps as important as what we’re writing on student work is when.
Control what you have to in the classroom, but on everything else, let the students decide.
Faculty still represent the highest ideals for what education can do. Do not take that power for granted.
Encourage your students to write goals early on that will chart the story of their progress through the course.
What are the benefits and limits of storytelling as a teaching strategy?
How we teach in the classroom can be as important as what we teach.
How does an obsessive planner allow room for student-centered learning?
Can you still write about teaching if you’re not in the classroom?
What they lack in the number of sessions they make up for in other ways.
So how do we motivate students when the material is inherently boring?