If you’re like most educators, you probably made your share of teaching mistakes. This report features more than a dozen essays by instructors who were willing to share their early-career missteps and the lessons they learned. Because sometimes you just have to follow your gut, and sometimes your gut is wrong.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Effective Teaching Strategies
It’s been a privilege to teach over some two decades, and during that time, I’ve found a series of techniques that were successful in the
I have been teaching various levels of reading skills and composition to native and non-native speakers, to immigrants and U.S. citizens, to people with talent
I have taught mathematics for 38 years and am puzzled by why the analogies I was taught throughout my youth have been lost. I believe
One joy of a faculty member in academia is the opportunity to train the next generation of scholars who will continue our work to innovate
The 2019 Annual Teaching Professor Conference offered numerous tactics and strategies to implement in the classroom, but Ken Alford, PhD, Brigham Young University, took a
When students become directly engaged in the learning process, they take ownership of their education. The following learning activities have helped me to engage students in and outside the classroom. The strategies also help keep my teaching relevant, fresh, and creative.
Silence filled the classroom when the grimacing woman wearing layers of torn sweatshirts and mismatched work boots kicked an empty desk by the door. She fished out a wrinkled paper from her jean’s front pocket and waved it high in the air. “The court sent me,” she said, looking directly into the eyes of a startled young freshman. “And I want to know, who’s gonna make me stay?” Rolling the document into a ball, she quickly darted to the back of the room and dropped it onto the desk of the biggest guy in the room. She asked him, “Is it you?”
See if this sounds familiar.
You’re scheduled to teach a course you have taught before that desperately needs revision. The content and pedagogy go back for a decade or more and are both sadly obsolete, or the grades have been abysmal and the students are threatening to revolt, or someone (the department head, a faculty committee, or you) has decided to offer the course online, or maybe you’re just bored and dread the thought of teaching it again.