Gretchen Brion-Meisels, Lecturer on Education, focuses on ensuring that holistic support is apparent and felt deeply in her classroom. From listing mental health resources on all her syllabi to convening opening circles to build relationships at the start of class, Brion-Meisels incorporates ways of “checking in.” In her course Establishing Loving Spaces for Learning, students are asked to keep reflective journals and share them with a peer to engage in a conversation around their experiences. “Fundamentally, my biggest goal is to normalize the idea that everyone needs support. We’re all works-in-progress, learning and growing,... Read more about Incorporating social support and love into the classroom
Research in K-12 education shows that engaging students in developing classroom norms enhances the student and instructor relationship, increases the chance that students adhere to agreed-upon norms, and altogether creates a learning environment more conducive to learning outcomes.
Emily Click, Assistant Dean for Ministry Studies, Director of Field Education, and Lecturer on Ministry Studies, facilitates a discussion with students early in the semester to agree upon norms for classroom engagement, including how to address any divergent behavior. Students prepare for the conversation by writing a journal reflection that illustrates what is most important to them and what helps them thrive as a learner.
Students poorly predict instructor expectations, according to an analysis of student and instructor survey responses about in-class behaviors such as arriving late, talking to other students, not taking notes, and monopolizing class time. The authors underscore the importance of clearly defining...
Bernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.
The benefits: Addressing the hidden curriculum explicitly in class surfaces and dispels student assumptions about conduct (for example, concerns that discussing a paper with the instructor during office hours is cheating) that often cause poor academic performance but cannot be solved with narrowly academic feedback.... Read more about The hidden curriculum: Engaging students on another level
Stanford’s Sam Wineburg observed scholars reading historical texts in his presence and argues that the cognitive processes by which a scholar or expert makes sense of material are powerful, underutilized teaching tools. Rather than exclusively sharing polished papers and lectures, instructors...
Professor Chris Winship of the sociology department describes how reciprocity can also work against learning when instructors and students agree to mutual low expectation, defined as the “faculty-student low-low contract.”