Philosophy of Teaching

Remembering Our Mission to Teach

Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.

Candice Dowd Barnes, EdD May 17, 2019

A New Twist on End-of-Semester Evaluations

Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.

Linda Shadiow, PhD, and Maryellen Weimer, PhD May 10, 2019

The Rhythms of the Semester: Implications for Practice, Persona

We begin each semester on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals.

Linda Shadiow, PhD, and Maryellen Weimer, PhD January 21, 2019

A Growth Mindset: Essential for Student and Faculty Success

There is increasing awareness among K-12 educators on the importance of fostering a growth mindset. A recent survey by the Education Week Research Center (2016) indicated that 45 percent of K-12 educators were well acquainted with the concept of growth mindset, and almost all believed that nurturing a growth mindset in their students would improve learning outcomes. Although mindset is receiving a great deal of consideration in the K-12 classroom from teachers across disciplines, there has been less attention devoted to this concept on college campuses outside of departments such as psychology and education.

Shazia Ahmed, PhD, and Lisa Rosen, PhD January 18, 2019

Remembering Our Mission to Teach

Candice Dowd Barnes, EdD November 6, 2018

Remembering the Coach Who Was a Teacher

I lost a dear friend last month, the colleague and mentor who taught me more about teaching and learning than anyone else. Over the years, Larry Spence wrote a number of pithy pieces for The Teaching Professor. Here’s my favorite.

Maryellen Weimer, PhD June 13, 2018

A Call for the Return of the Polymath Professor

A polymath is “a person of wide knowledge or learning” (Oxford Dictionary) with expertise spanning across a wide spectrum of subject areas and domains. It is expected that such expertise will help the polymath solve complex problems needing the application of transdisciplinary knowledge. Being a polymath and subscribing to the notion that people should embrace all ideas is the core around which the idea of a “Renaissance man” was constructed.

Babu George, PhD, DBA March 22, 2018

Teaching During a Personal Crisis

I reread Nancy Chick’s “Teaching in Times of Crisis” with depressing regularity. It’s about what to do when the horrors of the world—the mass shootings, the hurricanes, the hate marches—walk our students to class. I recommend reading the full article, which discusses practical and specific techniques in detail, but Chick also boils down her research to “acknowledge the crisis.” After neo-Nazis plastered our campus with racist recruitment posters this semester, my students echoed this take-away. As one student put it, “tell us you’re there for us, that you’re a listening ear.”

Elizabeth Barnett February 2, 2018

What about Teacher Entitlement?

Last post on entitlement (I promise, at least for a while), but Dave Porter’s comment to the recent post on responding to entitlement identified something I’ve been thinking about but hadn’t clearly recognized—teacher entitlement. He writes that in his nearly 40 years in the classroom he’s “seen more instances of teacher ‘entitlement’ than student entitlement.” He continues, “I think clarity, mutual respect, and reciprocity have a great deal to do with the expectations teachers and students have of one another. As teachers, we create the game; it’s seems a little disingenuous to blame our students for playing it.”

Maryellen Weimer, PhD November 8, 2017

How to Make our Conversations about Teaching More Productive

Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or electronic exchanges. Interesting, isn’t it, how much pedagogical information is passed on and around in these very informal ways.

Maryellen Weimer, PhD September 13, 2017

Philosophy of Teaching

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