Philosophy of Teaching

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

Contradictions in How We Think about Teaching

I like how blogging lets us stir up ideas, watch them simmer, and taste the results.

I’ll start this mix of ideas with Amy Mulnix’s insight that teachers approach learning about teaching much like students approach learning course content. Examples: students think ability matters more than effort and teachers think teaching is a gift that is given more than a skill that can and should be developed; students want easy answers and teachers want techniques that work right the first time; and both share the fear of failure. Is this a comparison from which we might learn something?

Maryellen Weimer, PhD June 28, 2017

Understanding Our Strengths and Weaknesses as Teachers

Every teacher has strengths and weaknesses. Have you ever tried to list yours? Doing so is a worthwhile activity. I’d recommend doing it in private with a favorite libation—only one, because there is a need to be thoughtful and honest.

I’m still thinking about mid-career issues, and I’m wondering whether by the time we reach the middle of our careers, we can’t confront our weaknesses with a bit more maturity.

Maryellen Weimer, PhD April 5, 2017

More on Evidence-Based Teaching

In last week’s post, we looked at a sample of the discipline-based evidence in support of quizzes with the goal of gaining a better understanding of what it means to say that an instructional practice is evidence-based. We are using quizzes as the example, but this type of exploration could and should be done with any number of instructional practices.

Maryellen Weimer, PhD February 8, 2017

Why We Teach

We’re at that time of the academic year when the daily details begin to pile up. Teach a class, grade assignments, schedule advisees, and prep for tomorrow. It may not feel like a grind just yet, but it does require lots of focused energy, which makes this a perfect time for a quick reflection on why we teach. For some, teaching is just a job; it’s a paycheck necessity. But for readers of a blog on teaching and learning, I’m pretty sure we’re in it for something more than the bucks, which tend to be pretty modest anyway.

Maryellen Weimer, PhD October 5, 2016

How Teaching is Like Composting

I started composting at our summer place in 2009, and now I’m a convert. In the summer, we live on an island that’s mostly rock covered with something the locals call “organic matter.” Growing anything this far north on this soil base is challenging, but compost has made a big difference. My bleeding hearts, campanulas, delphinium, phlox, and coral bells are far more impressive than they used to be.

Maryellen Weimer, PhD May 11, 2016

Examining a Teaching Life

I haven’t found too many pedagogical articles worth a regular re-read. Christa Walck’s “A Teaching Life” is a notable exception. It’s a soul-searching, personal narrative that confronts the difference between what a teaching life can be and what it is.

Maryellen Weimer, PhD April 6, 2016

Between the Lines of Our Pedagogy

Our teaching persona is expressed in how we go about shaping the learning environment. A purposeful integration of our teaching persona helps link students with content in subtle ways. This matters because we’re after an expression of teaching persona that plays a constructive role in creating a learning environment where learners thrive and teachers flourish.

Linda Shadiow, PhD, and Maryellen Weimer, PhD February 29, 2016

Evidence of Evidence-Based Teaching

Evidence-based teaching seems like the new buzzword in higher education. The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that haven’t yet been addressed, such as: How much evidence does there need to be to justify a particular strategy, action, or approach? Is one study enough? What about when the evidence is mixed—in some studies the results of a practice are positive and in others they aren’t? In research conducted in classrooms, instructional strategies aren’t used in isolation; they are done in combination with other things. Does that grouping influence how individual strategies function?

Maryellen Weimer, PhD December 2, 2015

Philosophy of Teaching

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