Once as an English major in college, I raised my hand and asked my teacher, “Why are we studying this?” It was not immediately apparent to me how scansion—identifying patterns of […]
Watch Matt Huett and Paul T. Corrigan’s discussion of Naomi S. Baron’s book Words on Screen: The Fate of Reading in a Digital World (Oxford UP, 2015). The book offers an […]
In Writing Across Contexts: Transfer, Composition, and Sites of Writing—a fascinating, important, award-winning book that comes from the discipline of writing studies and has broad implications for teaching and learning […]
Omar Ali and Nadja Cech present ‘Yes, and,’ a concept derived from improvisational theatre, as a teaching-learning methodology that supports engaged experiential learning. In this approach, the leader of the group and co-participants affirm each other and creatively build on what any and all bring to the conversation and activity at hand. The approach can enhance academic excellence by cultivating confidence, creativity, and collaboration.
Why do you teach what you teach? Why should students study what you teach? How do you help them see that? To answer this for my own discipline, I’ve been researching recent apologias for literature, defenses of reading or teaching literature written since, say, around the turn of the century.
All teachers should ask: Are we doing something meaningful with our lives by teaching? If not, we can find some other work to do. If so, we can remind ourselves of why.
That awkward silence when teachers ask a question and no one answers can feel both negative and homogeneous. But is it? My perspective shifted when I asked my students about it and they gave me varied, reasonable answers for why they didn’t respond.