As a linguistics and language professor, I think it is important for students to have a sense of the language they use in various contexts (past present and future). The course I often teach is LIN 110 The Structure of English, which explores that grammar (morphology and syntax) of various forms of English. The course problematizes the concept of…[Read more]

In the first week of class there are several opportunities for students to introduce themselves to their classmates and to me. I model several of these tasks by giving information about myself. In one early writing task, students write a letter of introduction to me. This assignment allows them to be direct and honest with me about who they are…[Read more]

There are a lot of things that I have done (and do) that I didn’t want to do (or don’t want to do). I’m not sure I can pick one. As several others have commented, anxiety is a daily obstacle, one that I have learned to navigate. Determination or persistence gets me through, and so does an understanding of a larger purpose or good that serves me…[Read more]

I think one of the many purposes of higher education is to challenge our perceptions of the world–who we are, who those around us are, and what’s out there. It may also have something to do with specific, vague or unformed interests or goals that we have for the future. Anyone who has spent any amount of time in a classroom knows that motivation…[Read more]

I’m not a big believer in grading. How can we quantify learning? But I do know that grades are a commodity in education and students care about them. In all of the classes I teach, I only give grades on major assignments after several steps or stages that include peer and instructor feedback and opportunities for them to reflect on their learning…[Read more]

I can see several things to do and/or aspire to. First, I plan to revise the intro videos for my courses so that they highlight growth mindset more explicitly, particularly how important it is for their success in this class and beyond. Second, I plan to add more opportunities for student to reflect their learning process. This can be done as part…[Read more]

There are many ways in which I can model a growth mindset in the college community. I share with students stories from my own education (like on Day 1 of college, I registered for Philosophy thinking it was Psychology—and how I dealt with that). It was a true semester of growth on many levels. In the classroom, I think I can do more encouraging o…[Read more]

From my deeply Catholic background, I think I had a fixed mindset about learning and living. It was only when I realized that I was letting the word should guide a lot of my thinking that I really began to grow. Should was keeping me locked in place and frustrated. Focusing more on what I could potentially do and what small changes I could make or…[Read more]

How many times have I walked away from the classroom thinking, “Today I was the worst teacher in the world!”? A little dramatic perhaps, but the feeling of defeat is real, at least in the moment. But without a growth mindset, I would walk away from that classroom experience and just keep walking! The alternative is falling into a hole of…[Read more]

Interesting perhaps that no one spoke up about having felt like they belonged in college. Perhaps few due. Most college students out of high school are still developing. I was a mess, haha! But I didn’t know why. Only many years later could I explain why I didn’t feel as if I belonged–and I’m not sure the college at that time could have helped.…[Read more]

Lee Schere (he/him) wrote:Agreed, though failure is the kind of teacher you often appreciate in retrospect rather than in the moment!

Yes, timing might be out of our hands in many cases. Hopefully not all!

Failure can be a greater teacher than success if the individual has the implicit or explicit skills to do this. The learning may happen in the moment or years later. Reflection and ability/freedom to act, I imagine are key.