“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” recommended by Stephen Brookfield (Brookfield, 2015, pp.95-96).
I recently transitioned to teaching a financial accounting course for first and second semester seniors majoring in finance.
Personal connections lead to success. As educators, it is our responsibility to make space in our classrooms for all students to feel welcomed and encouraged
Recently, my family and I visited New Orleans where we enjoyed walking through its historical and distinct districts. We found ourselves in one area that was lined with antique shops on both sides of the street and that stretched for a few blocks.
If you teach, you know about learning outcomes. Unless you inherited your courses from someone else, you’ve developed lists of them. You’ve probably had to submit these lists to the administration to be reviewed and possibly revised.
This article first appeared in The Teaching Professor on August 26, 2019 © Magna Publications. All rights reserved. Try a FREE three-week trial of The Teaching Professor! If you
Part 1 of this series is available here: https://www.facultyfocus.com/articles/effective-classroom-management/teaching-through-translation-part-1/ This is the second article on Teaching through Translation, based on material adapted from the work
Teaching through translation can bring many rich benefits to students but presents many challenges. This and a short article are an adaptation of material I
It is not unusual for difficult discussions to arise in the classroom for both students and educators or between students. These discussions may be because
Engagement – it’s another one of those words that’s regularly bandied about in higher education. We talk about it like we know what it means,
