Tag: Teaching practices
In dieser – diesmal deutschsprachigen – Folge des Unconditional Teaching Podcast sprechen wir über kleine, aber wirkungsvolle Lehrpraktiken, die dazu beitragen, dass Studierende uns als Ressource und nicht als Hürde wahrnehmen.
In this episode we talk to Sophie Gigl and Benjamin Stuhr, who are students at Bielefeld university, about how online teaching has made meaningful learning much harder for them and what this tells us about teaching and learning in general.
In this article I explore what we as teachers can do in order to invite the best version of our students into our classroom, taking my cue from Solution Focused coaches, who are experts in inviting a version of their clients into the session that wants to make their life better and has the resources to do so.
In this episode Tyll talks about a five-day block seminar that he taught in July 2020 entitled “Owning Your Position: Critical Argumentation Skills for Scholars of Culture” in which he and the students created a very supportive, empathetic classroom atmosphere.
In this episode Jessica and Tyll talk to Katharina about a five-day block seminar that she taught in February 2020 entitled “Confronting the Climate Crisis: A Writers’ Room for Cultural Scholars”.
Kindness and the tendency to accommodate others can help to foster relationships in education. However, when “Good Girls” grow up to be teachers, their uncompromising yearning for other people’s affections may have problematic consequences.
As teachers, we need to frame plagiarism as a technical problem, not a moral one. Learning how to avoid plagiarism is an integral part of learning what academic writing is about. In fact, once students understand how and why to write as scholars, plagiarism will become a non-issue.
In this episode, we discuss Tyll’s and Katharina’s recent book publication – Writing in English Studies: A Guide for Students in English Linguistics and Literature.
In this episode of the Unconditional Teaching Podcast, Tyll, Jessica and Katharina talk about the difficulties in facilitating students’ engagement with theory.
In higher education, mistakes are seen as something that needs to be punished. This article argues that ‘making mistakes’ is a vital part of learning and that learning needs the freedom to make mistakes to be healthy.
When students don’t do my prep assignments, I teach them how to ‘downscale’ homework instead of not doing it at all. This leads to homework being done more consistently as it empowers students to consciously manage their resources and priorities.
I found that I can relieve the writing anxiety many of my students have by de-emphasising normative writing advice and facilitating an appreciative, non-evaluative awareness of their individual writing strategies.
In my experience as a teacher, students apologize far too much. I think that is troubling, so I try to reframe their ‘failure’ to meet some formal expectation or other as a chance to take control of their own learning.