climate for learning
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 ...
In August 2017, Inside Higher Ed featured an article describing a controversial “stress reduction policy” that was part of a professor’s course syllabus at the University of Georgia. The policy was intended to prevent the ...
“What you appreciate appreciates” (Twist, n.d.). One of the practices I have employed in most of my classes during the past several years is “the appreciative close,” which is an offshoot of “the appreciative pause” ...
Emily Gravett writes insightfully about the disconnect between instructor and student course goals. She's writing about religion courses and how academic goals, such as “analyzing the historical, cultural, linguistic, literary, political and social contexts of ...
What if there were a simple classroom exercise that could create positive and lasting effects on the academic performance and persistence of students—in particular, students who are under-represented in your field? It turns out there is. ...
Research indicates that students learn more and rate their class experience higher when they have a personal connection with the instructor. Here are ten practical ways to help that happen: Arrive early and stay after ...
There’s no discounting the importance of the first day of class. What happens that day sets the tone for the rest of the course. Outlined below are a few novel activities for using that first ...
I remember the first time I tackled the controversial subject of students as customers. It was in an in-house newsletter, well before the advent of the Internet and e-mail. Even so, I had numerous phone ...
When it comes to connecting with students, good relationships and good rapport go hand in hand. The desired rapport develops when faculty are friendly, approachable, respectful, and caring toward students. And how do students respond ...
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 ...
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