When faculty tell me their online students “just don’t engage,” I always want to ask a simple question: Do your students actually know you? Not your credentials. Not your syllabus. You.
I sidestepped the question for years.
Two of my past articles for The Teaching Professor describe different types of educational “moments”: teaching moments and critical moments. Although I have been in the classroom for nearly 35 years, I continue to seek out strategies, like these moments, to fine-tune my teaching. In
Why do students come to class? We may hope it’s for the love of learning, because of our inspirational teaching, or because they know it will help them get jobs or live happier lives in the long run. Of course, these are not the common
Building rapport with students from the very first day of class is a cornerstone of effective teaching, and a fundamental, yet often overlooked, step in this process is learning their names immediately. While it might seem like a minor detail amid the hustle and bustle
I often wear sunglasses on my walk from my parking spot on campus to my office. I recently realized that when I have them on, I am seeing but not really seeing. The shaded lenses provide a buffer from the world. I stroll by a
On a recent walk across campus, I ran into a student who had taken my class last year. She is Latina and a first-generation student who I remembered being politically outspoken in class and a fierce advocate for immigrant rights. I asked how she was
In teaching, unaddressed countertransference has profound implications for educators and students alike. Consider the story of my past student who experienced heart-wrenching life circumstances during the semester: He lost both parents and became the primary caregiver for his younger siblings. Naturally, his GPA fell significantly
The start of a new semester is an emotional experience. As a former kindergarten teacher, I vividly remember spending much of the first day of school making students feel welcome and comforting them while they cried. Whether you are teaching five-year-olds or 25-year-olds, the need
One of the courses I am teaching this semester is a senior-level course titled Autonomic Nervous System Regulation. In this class, we examine the autonomic nervous system (ANS), which is the part of our nervous system that governs involuntary physiological processes, such as our heart
