Getting to know your students is important, but as Dean A. McManus (referenced below) points out, it’s not always easy and may, in fact, be one of the few things that get worse with experience. Here’s why:
Colleagues can play such an important role in our development as teachers, yet most of the time we don’t make use of them in ways that really help us grow pedagogically. We spend time with faculty who inhabit offices near ours sharing pedagogical pleasantries, noting our successes and those of our students, or complaining about the lack of institutional support for teaching or the poor performance of this year’s entering class.
I once observed in a class in which the instructor returned a quiz. One of the questions indicated that an employee had just received a 10 percent raise. The employee was now making $50,000. The question asked what the employee’s previous salary was.
It’s not always easy to differentiate between critical pedagogy, active learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student
Have you heard that advice about chunking content in 10- to 15-minute blocks because that’s about as long as students can attend to material in class? It’s a widely touted statistic and given the behaviors indicative of inattentiveness observed in class, most faculty haven’t questioned it. But Karen Wilson and James H. Korn did. They got to wondering how researchers made that determination. “What was the dependent measure, and how did researchers measure attention during a lecture without influencing the lecture itself as well as students’ attention?”
The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”
Do you challenge students to think about why they’re taking a course? Most faculty are discouraged by the very common “because it’s required” response. Equally discouraging is what students hope to get out of a course. Sometimes they seem perplexed by the question! The answer is so obvious—they want an A.
Problem-based learning, the instructional approach in which carefully constructed, open-ended problems are used by groups of students to work through content to a solution, has gained a foothold in many quarters of higher education.
Most colleges and universities have fairly lenient drop/add policies. Students can drop a course well into the semester, and courses can be added during a short time window at the beginning of the semester or term. During that course add period, some students do course shopping. They sign up for a course, attend the first couple of sessions, then drop the course and replace it with another course.
Most instructors attempt to encourage class participation by making it part of the overall grade. But evaluating individual contributions and promoting a substantive, intriguing discussion
