How well a class functions is the result of both what the teacher does and what the students do. The way we solicit course evaluation feedback reinforces students’ tendency to see the teacher as the one who’s responsible for whether it was a good class.
Positive classroom climate can encourage students to participate, think deeply about content, and engage peers in intellectual debate. Creating a classroom climate conducive to that type of expression can be difficult. Classrooms are filled with a diverse cross-section of our society representing multiple learning preferences
When students ask us, as they occasionally do, “I wasn’t in class yesterday. Did I miss anything important?” most of us feel at least a bit of disrespect and some aggravation. If we take the question at face value, it implies that the student thinks
Did you know that the average attention span in the year 2000 was 12 seconds? And 12 years later, in the year 2012, the average attention span had gone down to eight seconds. So by my calculations, in the year 2036, the attention span will
In higher education, we often think about how we can improve our teaching and learning. If you are like me, you wrestle with this question after a well-prepared lecture does not go as expected, or as you are trying to make sense of your student
Some tips to be more creative, optimistic, enthusiastic, approachable, and humorous.
“At a superficial level, everyone ‘knows’ what mentoring is. But closer examination indicates [such wide variation . . .] that the concept is devalued, because everyone is using it loosely, without precision, and it may become a short-term fad” (p. 3). That observation was made
After teaching statistics classes for more than twenty-five years and seeing so many students struggling to be successful, I became increasingly frustrated by the fact that no matter how much I believed myself to be approachable, available, and willing to help students outside of class,
Most of the talk in courses is about content, but there is also talk about noncontent matters. We may try to create a sense of community in the course; we may try to motivate students, before or after exams; we may try to explain why
These behaviors, studied at length in the Communication Education research, “refer to any instructor classroom behavior that interferes with instruction and learning.” (p. 133). They were first identified in research published in 1991and have in subsequent studies been shown to compromise students’ affective learning, their
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