A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Maryellen Weimer, PhD

Benefits of a Student Self-Grading Model

Given student motivation to get grades and the prevalence of cheating, most faculty would never seriously consider letting students grade their own work. However, self-grading, especially of homework, does accrue some significant benefits. It can move students away from doing homework for points to making them more aware of why and how doing problems helps them learn. If students grade their own work, they see exactly where they are making mistakes. And they obtain that feedback far sooner than if the instructor collects the homework, grades it, and then returns it some days later.

Maryellen Weimer, PhD October 6, 2009

Understanding What You See Happening in Class

While conducting a class, even though teachers may be doing all or most of the talking, students communicate important nonverbal messages. They communicate these messages through facial expressions, body postures, and how they say what they say, as well as what actions they do or the skills they attempt to perform. Both novice and expert teachers see the same student responses, but expert teachers see in those responses something very different than novices see.

Maryellen Weimer, PhD October 2, 2009

A Smart Way to Handle Student Excuses

Students and excuses seem to go hand in hand. Sometimes the excuses result from real events and personal problems that legitimately prevent a student from being in class, completing an assignment on time, or doing what some other policy or procedure may stipulate. Not having the wisdom of Solomon, most faculty struggle to fairly adjudicate between the real and unreal reasons offered for noncompliance.

Maryellen Weimer, PhD October 1, 2009

Student Recommendations for Encouraging Participation

Getting students to participate in class is one of those perplexing instructional problems we all face, particularly when teaching undergraduate classes. Are there significant differences in the graduate classroom?

Maryellen Weimer, PhD September 25, 2009

Stop Me If You've Heard This One: The Benefits of Humor in the Classroom

The contribution that humor makes to student learning is well established in research. It is not that humor causes learning; rather, it helps to create

Maryellen Weimer, PhD September 24, 2009

Do You Don a ‘Teaching Mask’ as You Head to the Classroom?

That persona we don when standing before students is what Jay Parini refers to as a “teaching mask.” “What I want to suggest here is

Maryellen Weimer, PhD September 17, 2009

Assumptions about Setting the Right Classroom Climate

For quite some time now I’ve been interested in a widely held set of assumptions faculty make about the need to assert control at the beginning of a course. The argument goes something like this: When a course starts, the teacher needs to set the rules and clearly establish who’s in charge. If the course goes well, meaning students abide by the rules and do not challenge the teacher’s authority, then the teacher can gradually ease up and be a bit looser about the rules.

Maryellen Weimer, PhD September 2, 2009

Reading Assignment Strategies that Encourage Deep Learning

When given a reading assignment, some students feel they have met their obligation if they have forced their eyes to ‘touch’ (in appropriate sequence) each

Maryellen Weimer, PhD September 1, 2009

Using the Syllabus to Create an Engaging Classroom Climate

It’s important at the beginning of a course for students and their instructor to find out about each other. This exchange of information helps to create classroom climates of respect and fosters a spirit of exchange that can encourage students to ask questions, make comments, and otherwise participate in dialogue throughout the course.

Maryellen Weimer, PhD August 24, 2009

A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Maryellen Weimer, PhD

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