Teaching, it turns out, is not always about teaching.
Why is it always so surprising when our initial impression of a student turns out to be mistaken?
Much of teaching is procedural. But making the most of those routine moments can have a big impact in your classroom.
New research may help us break the impasse over how to cope with digital diversions in the classroom.
In today's college classroom, where affect often supersedes subject, we expend a lot of effort monitoring our students’ feelings.
Also this week: when students stereotype professors; the link between sexism and rodents of usual size.
Turns out, not much happens to graduate students who flunk the pedagogical seminar.
Your style of dress, your language, your gender, your height, your skin color — all contribute to students’ perceptions of you.
Too often, we just tell students what they've done wrong, without making sure they understand what "doing right" means.
Why does academic culture value the students we admit more highly than the ones we graduate?
And how you can devise a peer-review workshop that they actually find helpful.
And what I’d like to see more of in the future.
A lab instructor explores ways to deal with students’ frustration, and her own, when experiments "fail."
Class prep gets easier and easier the more you teach a particular course. But is that always a good thing?
A long-time faculty member shares the talk he gives to his own students on the first day of the semester.