It makes more sense to focus on those teaching behaviors that help students learn, and that’s where the emphasis has been for many years. The characteristics, features, aspects, dimensions, and behaviors of excellent teachers have been identified and explored since research on teaching in higher
Research indicates that students learn more and rate their class experience higher when they have a personal connection with the instructor. Here are ten practical ways to help that happen:
Teacher power has to do with the ability to influence student behaviors and, ultimately, what they learn and how much. My colleagues and I often lament that it is more difficult to influence student behaviors than it used to be. Much of what we know
It’s a favorite refrain: “The best teaching is teaching that is a genuine, authentic representation of who you are.” Yes, in the classroom we are obligated to be professional, but being professional should not prevent students from seeing their teacher as a real person.
When faculty consider adopting a new instructional approach, there’s always a question about how it will be received by students. Will they engage with it and learn from it, or will they resist, as in complain, participate reluctantly, and give the course and instructor
“This is not a C paper!” “This answer deserves more points.” “Half of my work on this problem is correct, but I got less than half credit.” Grades are terribly important to most students, so when they object to a grade, they often do so
In the fall of 2016, we embarked on a journey to integrate high-touch processes into our online introductory courses in psychology and business administration. Examples of our processes include such well-known technology best practices as instructor personalized videos (including weekly course communication), synchronous events (including
If it’s a teacher’s advice on how to succeed, consider not giving it. Instead, challenge students to discover what it will take for them to do well.
Getting students to take advantage of office hours remains a challenge. Most of the time only a small percentage of students show up and often not those most in need of help. When students don’t take advantage of office hours, they lose the chance to
Most teachers think they should. Almost all make an effort and feel guilty when they fail. In the literature, learning students’ names is widely advocated as a good teaching practice with claims made that it builds relationships with students and creates a positive atmosphere in
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