Remix: Using #MightyKacy to Teach Privilege

For the month of January, and in celebration of our two year and 100th post anniversaries, we’re revisiting some of our most viewed columns. For all of you who are teaching this semester, here’s our post about the best (imho) way to teach privilege, particularly at predominately white institutions. Enjoy! Earlier this week I saidContinue reading “Remix: Using #MightyKacy to Teach Privilege”

Take a Minute

Hey you! Yeah, you! You made it to the end of the term! Congratulations!!! I am so incredibly proud of you for all the hard work you’ve put in to make it to this point. No, I’m not proud of your productivity (but whatever you managed to do is awesome, too). I’m just glad thatContinue reading “Take a Minute”

Fall Break

Hi All, Here in the states we’re approaching Thanksgiving break. Thanksgiving is a heap of white people bullshit but it is a break built into the academic calendar so we’re going to take our own advice and take the week off to rest after finishing up our two month long series on teaching time management.Continue reading “Fall Break”

Bring Your Work to Class

Humanities PhD programs will pull you in a lot of different directions. Almost every humanities PhD student I have ever met is trying to be their best researcher-self, teacher-self, activist-self, and human-self. It’s a lot. We’ve talked before about learning to balance these multiple desires and multiple expectations. One part of balance is recognizing thatContinue reading “Bring Your Work to Class”

It’s OK to Be Wrong

Earlier this week we addressed the topic of expertise. Specifically, that you have it. Your expertise doesn’t require you to know everything in the class you are teaching. Rather, your expertise is in your knowledge of how to learn. Many new teachers feel an immense amount of stress around needing to know every detail ofContinue reading “It’s OK to Be Wrong”

Expertise: You Have It

My MA program, like many humanities PhD programs, came with a teaching assistantship. I taught two sections of public speaking and, in return, the university waived my tuition and paid me a (very) small stipend. I was nervous about my first teaching assignment for several reasons. Like many students entering a graduate program I hadContinue reading “Expertise: You Have It”

From Students to Collaborators

Don’t be afraid to make your students work. I know, it sounds obvious, but I often meet graduate student instructors who feel comfortable testing their students but not making them work. Your students are one of your best resources in teaching and you should use them so that your job is easier and they learnContinue reading “From Students to Collaborators”

Intrinsic Motivation

In education, as in anything else, there are two types of motivation: extrinsic and intrinsic. Extrinsic motivation is, like it sounds, motivation that is external in the form of rewards of some sort. In teaching, rewards correlate to an increase in grade in some way. Intrinsic motivation is, like it sounds, motivation that is internalContinue reading “Intrinsic Motivation”

What Does It Mean To Learn

It seems like a simple question: we all know what it means to learn. We’ve been learning our whole lives and, if you got into grad school, you’re probably pretty good at learning. Sometimes, when we are good at something, we don’t think much about how that thing works. Addressing the question of what itContinue reading “What Does It Mean To Learn”

Stop Working So Hard

You are working too hard on teaching and you need to stop. I know you think you’re not doing enough, but I promise you that you are doing too much. How do I know this? Because all new professors do too much. (And, yes, if you have yet to defend your dissertation I’m counting youContinue reading “Stop Working So Hard”