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
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.
The scenarios here can be used to explore the salient issues, starting with a deeper understanding of what entitlement involves. Most of the definitions are clear, but pretty generic. The conversation gets interesting when it focuses on what entitlement looks like when students have it
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
“The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict
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.
Cheating continues and is now regularly described by words and phrases like “rampant,” “epidemic proportions,” “out of control,” and “seriously alarming.” Especially troubling are findings that document a steady decline in the number of students who consider cheating unethical
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
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
When hot moments ignite in the classroom, it is important to engage thoughtfully and purposively in strategies that maintain a supportive communication climate. Managing hot moments is a complex endeavor, and it is our responsibility to maintain a climate that is conducive to learning by
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