Occasionally I read old issues of the newsletter, usually looking for something I vaguely remember. Sometimes I find it and other times I don’t, but pretty much always I stumble across something that I’ve completely forgotten that I wish I’d remembered. Case in point…
As every instructor knows, whether it’s shouting in class or shouting online, a student’s rude or aggressive behavior can have unfortunate consequences in the classroom. Two online instructors decided to explore how face-to-face classroom management skills can translate to the online environment. Reviewing a series
The worst time for me in a workshop or presentation are those five or 10 minutes before the start time when the faculty participants are arriving. My stomach is in knots. I’m wishing I were at home. I know I haven’t prepared enough. Somebody is
Creating global learning environments has become an important goal for many institutions. Faculty are being encouraged to create environments conducive to learning for both native speakers and non-native speakers. They can cultivate those environments by designing course assignments and class activities that use the strengths
When learning is presented as a story, students are more likely to understand the material as relevant to their lives. I incorporate the person in teaching and learning, making flexible but structured space for students to consider their relationships to ideas, texts, and other people.
I came into education as a mental health counselor and play therapist. In reaching into my psychology bag of tricks for assistance in effectively managing my students, I have found the most help from my play therapy training, particularly the strategies I learned from noted
Student excuses—don’t you feel as though you’ve heard them all? “My Dad’s in the hospital.” “I’ve been sick with the flu.” “My computer hard drive has crashed.” How often do students offer truthful excuses? “The assignment turned out to be way harder than I anticipated
As college faculty, we put tremendous pressure on ourselves to talk. We want to cover the course content and thoroughly explain our assignments. We want to sound smart, share what we know, and communicate convincingly about the work of our disciplines. Our students assume we
Students have been known to do annoying things in class: they come late and leave early; they talk to each other but won’t answer teacher’s questions; they look at the teacher but with emotionless faces. Behaviors like these and others can get under a teacher’s
Students now arrive in our classrooms with a wide array of electronic devices. They also arrive used to being able to use those devices wherever and whenever they please. Should that include the classroom? The research is pretty conclusive that most students don’t multitask well
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