Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

teaching philosophy

mission to teach

Remembering Our Mission to Teach

Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.

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reflections on teaching

Reflections on Teaching: From Surviving to Thriving

Editor’s Note: In part one of this article, the author shared openly some of the mistakes he made early in his teaching career. In this entry, he outlines some of the changes he’s made to his teaching over the years and the principles he uses to guide his teaching.

I had known it all along at some level, but now it suddenly became glaringly obvious to me. Deep down, sometimes out of conscious reach, students want to be transformed and their lives made more useful, productive, and powerful. I added the following new goal to my personal mission statement:

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mission to teach

Remembering Our Mission to Teach

Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.

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Supid letter

A Stupid Letter to My Student

Stupid.

This word was spoken triumphantly and repeatedly as self-speak by a talented pre-service, k-12 special education teacher during my course Library Resources for Children. Until I heard her say it several times through the semester, I hadn’t seen how one word can hold an entire teaching philosophy. I hadn’t considered how the power of that word multiplies when it takes the form of self-speak. I hadn’t realized how much it scared me to think that that word might follow her into a k-12 classroom.

When I learned that my own teaching philosophy existed on the pinhead of a single word whenever I’ve thought it at myself, I needed to send to this email to that amazing up-and-coming teacher:

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faculty meeting

Ugly Consequences of Complaining about ‘Students These Days’

I recently overheard a faculty member talking about students, and it wasn’t good. She sounded very much like a conference presenter whom Melanie Cooper describes in a Journal of Chemical Education editorial. The presenter’s talk had a strong “students these days” undercurrent.

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male professor

My Educational Philosophy

My educational philosophy is a combination of how I desire to teach and my motivation to be a lifelong learner. As a teacher at the Army Management Staff College, I am constantly learning during classroom and student interaction. Therefore, I am also a student.

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teaching professor

Developing a Teaching Persona

An email query about teaching personas reminded me how much I haven’t figured out about our teaching identities. I’m still struggling with very basic questions and wondered if a conversation here might not get us all thinking more about how we present ourselves as teachers.

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Six Questions That Will Bring Your Teaching Philosophy into Focus

Earlier this year, a couple of contributions to The Teaching Professor (Haave 2014) and Faculty Focus (Weimer 2014) discussed the place of learning philosophies in our teaching. The online comments to Weimer’s blog post (2014) made me think more about how we as instructors need to be careful to bridge instructivist and constructivist teaching approaches for students not yet familiar with taking responsibility for their own learning (Venkatesh et al 2013).

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Good Teaching as Vulnerable Teaching

I was recently asked by a friend and colleague to review her syllabus. She wanted to make sure she had enough policies to address all the classroom issues that now emerge. Policies regarding plagiarism, class cancellation procedures, references to various official university handbook codes, and even mandated contingencies for an H1N1 virus outbreak were dutifully laid out. Indeed, the syllabus, despite some mention of the course itself, read far more like a legal document than an introduction and a guide to a classroom experience.

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