The first part of this article spent time discussing some of the less motivated student personality types I have encountered through the years, as well as providing some context to the learning environment. Distance learning (DL) presents a unique set of challenges for instructors ranging from the basics like methodologies to interact with students, to motivating students to keep pace with the curriculum and help them balance the external challenges like family and work issues; student types being part of the equation. We already discussed “After the Fact Jack,” “Intermittent Irene,” “The Winger,” and “Coat Tail Tom,” so it’s time to explore some of the other types.
I was taking advantage of some down time, cleaning out some of my old files on my computer, when I ran across a great article I saved that covered student personality types. When I originally read this article, I only had several years of experience working in the distance-learning realm. Now, years later, I have seen all these student types at one time or another, and throughout the years, noticed several others worthy of mention.
It’s good to regularly review the advantages and disadvantages of the most commonly used test questions and the test banks that now frequently provide them.
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:
Faculty dread the grade appeal; anxiety prevails until the whole process is complete. Much has been written about how to avoid such instances, but the potentially subjective assessments of written essays or clinical skills can be especially troublesome. One common cause of grade appeals is grading ambiguity in which the student and faculty member disagree on the interpretation of required content. Another cause is inequity, whereby the student feels others may have gotten more credit for very similar work or content (Hummel 2010). In the health-care field especially, these disagreements over clinical-skills assessments can actually result in student dismissal from the program and may lead to lawsuits.
There are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned but did not go particularly well; in-class hot moments that were not anticipated and that the faculty member did not feel equipped to handle; and difficult dialogues that happen during office hours or outside of class.
A decade has passed since the National Survey of Student Engagement (NSSE) published George D. Kuh’s seminal report “High-Impact Educational Practices: What They Are, Who
As a professor of cognitive psychology, I teach about memory, especially about when and why our memories often fail us. Students are excited to apply this material to their everyday lives.
Proactively Equipping Beginning Principal Preparation Students with Pre-Licensure Testing Strategies
Presently, 40 states have adopted a full or partial interpretation of the Educational Leadership Consortium Council (ELLC) standards (Vogel & Weiler, 2014). Principal preparation programs must fully integrate these standards into their course curriculum, if their driving force is student success. It is anticipated that by adhering to ELCC standards, accredited CAEP principal preparation programs are naturally employing the most current leadership knowledge and best leadership practices throughout their coursework (Vogel & Weiler, 2014).
No matter the academic discipline, course level, or time of day, the last five minutes of class often present instructors with a challenge and an opportunity. The challenge is maintaining students’ interest. Disrupting “illusions of fluency” is the opportunity. The term refers to misjudging the depth of what one knows (Carey 2015). Further, it describes the belief that a mastery over something has been achieved, when actually it has not (Lang 2016). The final class minutes can be best spent constructively assessing levels of student learning and understanding of course material.