Motivating Students
Among teachers’ biggest worries about trying to incorporate humor into their classes are that no one understands their humor, that they might offend someone, and that they’re just not funny. As someone with a clear ...
Have you ever struggled to get students to do required readings? Do your students treat them as optional? Perhaps they do the readings, but when you ask them to engage in critical discussion or think ...
I give students in my literature courses a lot of weird assignments: I have them make and post films about why people should read Dickens. I tell them these films should show careful analysis of ...
I decided last spring to implement a new teaching strategy: individual midterm conferences with every student enrolled in my classes. That’s approximately 75 students total. Throughout my years of teaching, I’d heard colleagues report that ...
Fresh from winter break, my students want to test my boundaries—and they should. But even as they challenge me, many of my students will also limit themselves by defining their intelligence and talents as fixed ...
Good teaching requires a special blend of the personal and the professional. Although there’s a fine line between revealing a piece of oneself to build rapport and sharing too much information, sharing past experiences—telling personal ...
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the ...
As teaching professors, we try to change students, whether it’s a change that increases their factual knowledge, one that gives them a new way of thinking, or one that develops an important new skill. Frustration, ...
As teachers, we see value in what we assign students, but students don’t always appreciate the relevance or understand the purpose of their assignments. Required readings are a great example of this disconnect. However, when ...
“Students can critically read in a variety of ways: When they raise vital questions and problems from the text, When they gather and assess relevant information and then offer plausible interpretations of that information, When ...
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