Quotes within this category fell into one of five subcategories: Supporting Learning through Teaching Choices, Using Student Work to Drive Teaching Choices, Connecting Biology to the Real World and Career, Discussing How People Learn, and Fostering Learning for the Long Term.
Realization #5: I can minimize student resistance by being explicit about the reasons behind my teaching choices.
In addition to sharing their rationale for teaching choices, instructors can also collect student evaluations throughout the course, not just at the end.
Regardless of when they are used, these strategies from different sources all encourage instructors to metaphorically "pull back the curtain" on teaching and reveal for students the reasons behind the teaching choices being made.
Please note that the most prevalent subcategory, Supporting Learning through Teaching Choices, included a more general subset of quotes from this category that did not specifically fit into any of the other subcategories.
In other words, to what extent do a small number of students exhibiting resistance behaviors in classrooms influence faculty teaching choices, even when the majority of students may not be resistant?
In their reflective journals, students reported feeling that a number of the teaching choices I had made, many involving teaching strategies initially unfamiliar to them, did effectively support their learning: "What I really liked about the lecture class was the homework that was given to us.
But he came back to literature and ended up teaching, a choice that he calls "more than ironic — Freud would say uncanny".
As a ballet master he directs the company's teaching, the choice of each season's repertory from its unmatched treasury of ballets by Balanchine and Jerome Robbins, and the way those ballets are rehearsed and cast.
