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?
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.