Am 1. Dezember 2022 haben Katharina und Tyll die Keynote für den Tag des Lehrens und Lernens der CAU Kiel gehalten. Dieser Text ist das (leicht überarbeitete) Skript, das wir für den mündlichen Vortrag geschrieben haben; mit den Folien, die im Hintergrund standen.

Wenn wir es uns zur Gewohnheit machen, spezifische und persönliche Wertschätzung für Beiträge zu unseren Seminaren auszudrücken, ohne dabei autoritär-lobend zu sein, fördern wir Motivation und soziales Wohlbefinden unserer Studierenden und unserer selbst.

Diesen Versuch, die für Unconditional Teaching zentrale Begriffe und Konzepte ein bisschen zu systematisieren, hat Tyll für sein Seminar an der Uni Bielefeld entwickelt.

Team-Teaching ist nicht nur ein Lehrformat unter vielen, von dem Studierende und Lehrende profitieren. Team-Teaching fördert beziehungsreiches Lehren und Lernen, unterstützt die Professionalisierung von Hochschullehre und schafft kooperative Fach- und Forschungskulturen. Team-Teaching ist deswegen eine notwendige Säule von besserer Hochschulbildung.

Wir formulieren Systemkritik, Haltungsprinzipien, Praxisanregungen und Reflexionsfragen, um Lehrende dabei zu unterstützen, durch mehr menschliche Zugewandtheit eine Ressource für Studierende zu sein.

Alumni-Interview mit Tyll auf der Webseite der Uni Bielefeld

Wir haben einen wunderbaren Brief von einem unserer ehemaligen Studierenden bekommen, den wir gern teilen möchten.

Viele Studierenden haben eine ungesund stressige Alles-oder-Nichts-Haltung gegenüber ihrer eigenen Arbeit. Sie entspannen sich etwas, wenn sie lernen Prioritäten zu setzen, und wenn sie sich erlauben, bei weniger wichtigen Leistungen „Mittelmäßigkeit“ zu akzeptieren, um Zeit und Energie zu sparen. / Original English version: On ‘embracing mediocrity’.

[DE] In diesem Dezember feiern wir das zweijährige Bestehen von Unconditional Teaching! [EN] This December we’re celebrating two years of Unconditional Teaching!

Warum unser konventionelles Verständnis von Empathie problematisch ist und wie Empathie als Praktik unsere Lehre verbessern kann. / Original English version: On doing empathy.

For Christmas 2020, Katharina and I received a box full of lovely letters from students who express their appreciation for our teaching. :)

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.

Teaching is about establishing and sustaining connection between curious minds to create and to share ideas and knowledge. Exams are about generating distance and social barriers to safeguard privilege. They are harmful to students and harmful to scholarship.

This is a call to teachers and supervisors to take proactive steps to keep in (virtual) touch with your students in a time of crisis.

Acknowledging our vulnerability as teachers by addressing difficulties in class openly is a powerful strategy for connection and learning.

In my writing supervision I focus on process instead of results and on reflection instead of adherence to rules to help students experience more agency over their writing when they become aware of their own writing strategies.

Spending thirty minutes of one class session on honest talk about stress and suffering and coping and healing can have an enormous positive impact on our students’ lives.

Perfectionism is a fear-based attitude towards failure that inhibits learning and encourages self-sabotage. We can fight it by strengthening the inner constructive critic to focus on processes of revision and improvement.

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.

Students often have an unhealthy all-or-nothing attitude toward their work which increases stress levels. They relax a bit when they learn to prioritize their work and allow themselves to ‘embrace mediocrity’ on low-stakes tasks to save time and energy. / Deutsche Version: ‘Mittelmaß’ anstreben.

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.

Students often express that my responses to their writing are in consonance with their own self-assessment, which motivates them to revise their papers. The specific form of my responses facilitates this congruity, and here’s why.

Why our usual thinking about empathy is flawed and how empathy as practice will improve our teaching. / Deutsche Version: Empathisch handeln (statt empathisch sein)

In this entry, I draw a parallel between the mindset of Unconditional Basic Income (UBI) and our concept of Unconditional Teaching.

When I respond to student writing, I want to take it seriously as scholarly work with a communicative intent. This 6-step-method of writing responses makes my feedback as effective as possible both in terms of its usefulness for students and in terms of the time it takes me to do.

Feedback that is given on late-stage draft versions of student writing instead of on finalized papers is more meaningful to students because they can immediately use it for a revision of their work. Especially if the feedback is an appreciative response.

Against the rhetoric of competency-based teaching, I set a rhetoric of teaching strategies which focuses on the resources that students already have rather than on their presumed deficiencies.

Writing academic papers is an incredibly involved procedure which brings together many different skills. Often students achieve better results and more confidence about their work when the writing is scaffolded through a series of interconnected steps.

My students and I have made positive experiences with writing portfolios. Here’s why.