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Anna Lännström, Stonehill College When my first-year students write bad papers, I assume they are bad writers. If they don’t revise, I assume they don’t want to do it. If they don’t pay attention, I assume they don’t care about my…
Continue readingWhen my first-year students write bad papers, I assume they are bad writers. If they don’t revise, I assume they don’t want to do it. If they don’t pay attention, I assume they don’t care about my course. Again and…
Continue readingWe are early into this novel and challenging COVID semester and starting to get feedback on the (for many) new modes of teaching and learning—namely, online/virtual experiences. One message from students is that they are feeling overwhelmed with keeping up…
Continue readingOne of the most unfortunate practices in instruction is a teacher trying to get “right answers” from students. This is not to say that getting your students to get it right is a bad thing–in fact, it’s very desirable. Usually…
Continue readingThe previous post identified three possibilities for using Twitter in class. It is only fair that I also explore three pitfalls for using Twitter to lecture less while teaching more 1. Twitter does not allow for nuance. The main concern…
Continue readingTime was, my Biblical Hebrew students and I sweated grimly in a thrice-weekly race against time. But now, with the lectures recorded (as voice-narrated Keynote/PowerPoint presentations) and moved outside of the classroom as homework, Biblical Hebrew has become the least…
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