You know the feeling. We all deal with it.
Walking into a classroom the first day of a new semester, you’re thinking about it all: What are going to be the first words out of my mouth? What are these students thinking about right now? Should
I’m hopelessly unathletic, which means I’ve usually observed the rituals at the so-called sports school where I teach from a distance—until recently, that is, when a student invited me to something called “tailgating.” My takeaway? The sense of belonging and excitement that I witnessed during
Experience shows that online courses naturally lend themselves to more self-disclosure on the part of faculty and students than face-to-face courses do, possibly due to the increased quantity of discussion. Most large lecture courses have little if any discussion, and while smaller classes may have
“Even for the most experienced instructor, determining the best ways to establish and strengthen relationships with students in higher education settings can, at times, be difficult” (Strachan, 2020, p. 53). And these are difficult times. All of us are tired of life unlike what we’re
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 meeting with students individually during the semester had a positive
Good teachers care about their students. We all know that, but sometimes over the course of a long semester, it’s easy to forget just how important it is to show our students we care about them. I was reminded of this importance by two recent
“From the way students act at the beginning of a class we can tell a great deal about the profs who taught them previously.” It’s an insight offered by David Johnson and Roger Johnson, the well-known cooperative learning researchers and advocates.
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