[ SECRET POST #2667 ]

[case]

⌈ Secret Post #2667 ⌋

Warning: Some secrets are NOT worksafe and may contain SPOILERS.

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Notes:

Secrets Left to Post: 02 pages, 041 secrets from Secret Submission Post #381.
Secrets Not Posted: [ 0 - broken links ], [ 0 - not!secrets ], [ 0 - not!fandom ], [ 0 - too big ], [ 0 - repeat ].
Current Secret Submissions Post: here.
Suggestions, comments, and concerns should go here.

Comments

Re: Non-fandom secrets!

[(Anonymous)]

I had doubts starting out because I wasn't sure how effective I would be as a teacher, but yes, I do think they're learning. Elsewhere I said I often hear back from past students who have furthered their education and have thanked me for taking the time to work with them in a manner that best suits them, rather than sticking to one approach and hoping it helps most of them. I'm sure some of my students walk out of the room and promptly forget everything at the end of the semester, but there's only so much we can do as instructors (or assistants) to convince others to nurture their learning. I've found that showing flexibility and a sincere eagerness to work with my students has yielded the best outcomes when it comes to true absorption.

I may make myself out to be a really lenient teacher that doesn't assign work but I do. I just try to make sure it's useful and something that can be retained. I'm a fairly strict grader (more so when I was teaching language courses) and my classes are not what I would call "easy" As. I try to challenge the people I teach because doing so ensures that many of them will remember the material for the long term. As rigid as my grading can be, I don't let it affect my warmth towards my students and my dedication to their success. There's a very happy medium between being the "best friend" teacher and the "iron fist" teacher, both of which - in my opinion - are more likely to be relatively useless than they are to produce results. I think part of reaching that medium necessitates the use of compassion in the classroom, in such a way that if a student is struggling or - for whatever reason - doesn't know an answer when you spring a question on them, your first course of action isn't to make them feel bad. I'm starting to think that wasn't really what you were saying you do anyway though.