By: Faculty Focus
This week on The Focus is You, we’re learning a bit more about Tracie Addy, PhD, MPhil, Director of the Center for the Integration of Teaching, Learning & Scholarship at Lafayette College. Previously a full-time faculty, Dr. Addy is now…
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.
By: Linda Shadiow, PhD, and Maryellen Weimer, PhD
Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.
By: Linda Shadiow, PhD, and Maryellen Weimer, PhD
We begin each semester on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals.
By: Shazia Ahmed, PhD, and Lisa Rosen, PhD
There is increasing awareness among K-12 educators on the importance of fostering a growth mindset. A recent survey by the Education Week Research Center (2016) indicated that 45 percent of K-12 educators were well acquainted with the concept of growth mindset, and almost all believed that nurturing a growth mindset in their students would improve learning outcomes. Although mindset is receiving a great deal of consideration in the K-12 classroom from teachers across disciplines, there has been less attention devoted to this concept on college campuses outside of departments such as psychology and education.
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.
By: Linda Shadiow, PhD, and Maryellen Weimer, PhD
Our teaching persona is expressed in how we go about shaping the learning environment. A purposeful integration of our teaching persona helps link students with content in subtle ways. This matters because we’re after an expression of teaching persona that plays a constructive role in creating a learning environment where learners thrive and teachers flourish.
By: Linda Shadiow, PhD, and Maryellen Weimer, PhD
Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.
By: Linda Shadiow, PhD, and Maryellen Weimer, PhD
What myths about constructing a teaching persona merit review? Teachers regularly exchange general advice about how to establish an identity in the classroom. Like most myths, these contain kernels of truth, but we believe their conclusions require a critical look.…
I looked down into the menacing waters as a rogue wave jolted the raft. Trembling, I stepped back, my chattering teeth and throbbing heart in perfect sync.
“Let’s go!” It was Miss T, her tone, fierce and impatient.
Again, I crept forward, looking out toward the distant boat wondering how in the world I would ever make the 30-yard swim. Suddenly: hands on my shoulders—a push. I was airborne.