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Holman, Linda – Thought & Action, 2017
Teaching basic reading, writing, and critical thinking skills is immensely gratifying and vitally important work, requiring intelligence, optimism, and humanity. To be able to gain some sliver of understanding with regard to students' attitudes, behaviors, skills, and abilities; to recognize that there exists a multiplicity of possible…
Descriptors: Community Colleges, Two Year College Students, Acceleration (Education), Academic Achievement
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Goedde, Brian – Thought & Action, 2014
When you think of global, online education, the first thing that may jump to mind these days are MOOCs, the "massive open online classes" that are widely publicized (and criticized). The author states that his classes were not these, but rather, closer to what are now being called SPOCs--small private online classes. Enrollment is…
Descriptors: Online Courses, Educational Technology, Distance Education, English Language Learners
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King, Rosamond S. – Thought & Action, 2013
Regardless of whether or how one discloses personal information to one's students, the process is often difficult. This article compares the authors' decisions about and experiences around identity disclosure in the classroom to some of her colleagues' approaches. She explains the concept of strategic disclosure, the revelation of…
Descriptors: Self Disclosure (Individuals), Teacher Responsibility, Identification (Psychology), Sexual Identity
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Fawns-Justeson, Rebecca – Thought & Action, 2012
There are many views about what types of actions can or cannot be defined as mentoring. The author opines that educators often make it much more complicated than it needs to be. At its core, mentoring is the act of listening, of asking good questions, and of probing others to more clearly articulate their ideas. Mentoring also involves challenging…
Descriptors: Teacher Student Relationship, Mentors, Educational Opportunities, Coaching (Performance)
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Dierking, Kirsten – Thought & Action, 2010
In this article, the author shares how she designs fun and fascinating western humanities courses at a community college in Minnesota. Using the example provided by many excellent past instructors, and through numerous late-night research sessions, she began to develop techniques and exercises that would help her achieve her goals in the…
Descriptors: Community Colleges, Humanities, Humanities Instruction, Teaching Methods
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Strogatz, Steven – Thought & Action, 2009
Many academics like to isolate a piece of the world to study: an important social issue, a central philosophical problem, a key moment in history. They know they're oversimplifying but they do it anyway--it's the only way to make progress, and what's more, their little worlds are often more beautiful than the real one. This paper shares a story of…
Descriptors: Secondary School Mathematics, Calculus, Teaching Styles, Mathematics Teachers
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Forni, P. M. – Thought & Action, 2008
This article discusses a growing problem with civility and relationships between college professors and students. There is a recognition that these relationships are fraught with tension, and it is becoming clear that the massive presence of the "Net" in college students' lives is contributing to that tension. By casting a glance at why…
Descriptors: Teacher Student Relationship, College Faculty, College Students, Coping
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Groth, Miles – Thought & Action, 2007
In this article, the author describes the changing attitudes of students towards their professors as they rely more on "smart classrooms." The author muses over a 30-year teaching career and remembers those professors whose miniature characterizations were about what students--most students--wanted then, the remarkable professor.…
Descriptors: Classroom Environment, Professional Identity, College Faculty, Student Attitudes
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Limbach, Barbara J.; Waugh, Wendy L. – Thought & Action, 2005
Lectures often emphasize rote learning rather than critical thinking. Topics are discussed sequentially, not critically. The teacher does the talking and most of the thinking. The student memorizes material and is placed in a passive role. But many teachers who use the lecture should also be concerned that their students learn to think critically.…
Descriptors: Lecture Method, Critical Thinking, Questioning Techniques, Teacher Student Relationship
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McKenzie, Judith Mikesch – Thought & Action, 2003
Discusses learning as a complex and messy process, and uses the ideas of Paolo Freire to describe the college teacher as one who faces students "face to face" as a knower facing other knowers. The neighborhood of education is the minds of students; faculty members are the transients in this neighborhood. (SLD)
Descriptors: College Faculty, College Students, Higher Education, Learning
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Abramson, Henry Maurice – Thought & Action, 2001
Describes how time spent immersed in Talmudic studies at yeshivahs in the United States and Israel had a profound effect on this professor's understanding of the delicate art of teaching, in particular promoting the love of learning for its own sake and fostering respect among students. (EV)
Descriptors: Higher Education, Learning Motivation, Peer Relationship, Teacher Guidance
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Arnold, Faye W. – Thought & Action, 1996
One teacher's method of obtaining useful feedback from students in large lecture classes involves creation of a small committee of students, mirroring the class' diversity, that receives input from students on all course aspects, meets with the teacher to discuss and make recommendations, provides feedback on progression of the course, and reacts…
Descriptors: Classroom Communication, Classroom Techniques, College Faculty, College Students
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McKenzie, David – Thought & Action, 1986
General reasons for the upsurge of religious dogmatism in American society are discussed, the nature of the faculty encounter with dogmatic students is examined, and appropriate responses to student religious dogmatism are outlined. (MSE)
Descriptors: College Students, Conservatism, Critical Thinking, Higher Education