As educators who focus on facilitating meaningful learning and genuine reflection, we are painfully familiar with the questions students often ask that demonstrate anything but:
Vivid memories of a writing professor persist. I credit him with teaching me to write, and by that, I mean he got me seeing the unseen in my writing and recognizing rewriting as more important than writing. I also learned to take and deliver criticism.
The importance of grades to students is difficult to overstate. The teacher arrives in the classroom with a set of exams and papers, and feel the tension start to rise. Eyes dart nervously from the stack to the teacher—will she pass them back now or
It’s not often I write a column and then continue to wonder about the arguments it sets forth, but that’s been happening with my recent “Fair Grading Policies” column. Author Daryl Close, a philosophy professor, makes the case that fair grades should be based solely
We know how much students care about grades and how they respond when they get a grade they didn’t expect and don’t think they deserve. But are we clear about how students ought to respond to grades? What are the characteristics of a mature, mindful
It doesn’t make any sense. You worked hard on that assignment, studied long hours for the test. You’re upset—texting complaints and spouting off to friends. Why not talk to me? Let me start with some reasons why you should.
The past several decades have seen an interest in learning surge. It’s always been part of our educational endeavors, but the recent focus on it has been intense—that is, for teachers. Our interest is not shared by most of our students. They are still pretty
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