How do you keep the fires burning after teaching the same course for 30 years? Especially when it is a gateway course that often has 300 students? I used to be able to memorize the names of 300 students – when I was a young plum. The material was fresh back then. The students were close to my own age, and we could talk about lives that had many things in common. Continue reading “Keeping It Fresh, the Grizzled Way”
Inspirational and aspirational models.
You’ve all seen them. You all know one. Uber-teachers. The ultimate guides-on-the-sides. The ones who’ve been gifted with the ability to effortlessly engage, enrapture, and educate their students. Without sweating (or swearing). Without the slightest twinge of unease. They know all about group work, and have group discussions down to an art. Their enthusiasm knows no bounds. They are a delight to behold and everybody loves them.
Is this the teaching ideal I should strive for?
Continue reading “THE TRANSFORMED TEACHER – Self-growth in academia: support sandwich evolution!”
An educator who has more years in the profession than most have on Earth looks at why we do what we do in teaching. Continue reading “The Grizzled Teacher: A look at why we do what we do in teaching.”
I wrote a post in mid-October called, ‘Group work part 1 – Let’s get real.’ It focused on how students feel about group work, and using part 1 in the title implied there was going to be a part 2. I’m delivering on that promise. Continue reading “THE TRANSFORMED TEACHER – Group work (pt. 2). What’s in a name?”