On Wednesday, over a dozen faculty and staff came to Conversations on Teaching* to talk about power and privilege in the classroom. Our discussion kept coming back to structures; what kind of structures are already in place, and what structures might we be reproducing, that put up barriers to students’ learning? It was a powerful conversation (pun partially intended), one that opened a lot of avenues of thought about what it is we do with and for our students. (You can access the slides from this session here: Language and Motivation, Privilege and Power, and the references and further reading are here.) In the spirit of continuing that conversation, this week’s links offer some resources, food for thought, and even challenges as we work to discern the structures in higher education that prevent us and our students from being as successful as we should be. Continue reading “Thinking about Structures”
When I taught my first class, I had that sinking feeling that everyone else had somehow gotten an instruction manual while I was left to drift on my own, awash in a sea of skeptical students. I had a similar reaction when I became a parent: where are the damn instructions? I don’t know what to do. Someone could get hurt here! Alas, as all you parents out there can testify, there is no instruction manual–and the books that present themselves as such are WRONG. We are left to figure things out for ourselves. Continue reading “Instructions Not Provided”
Are we unfair to students?
Can our decisions, no matter how good our intentions, hurt student learning?
Are we teaching for ourselves, or for our students?
These are challenging questions, ones that make me uncomfortable when I hear them. Part of this discomfort stems from defensiveness; how dare you assume I’m doing things intentionally to hurt student learning? How dare you question my assumptions? But another part of that discomfort stems from an awareness that maybe these questions have a point. Continue reading “The Choices We Make”