This week, I read Freire’s “Teaching Is A Human Act” document and found it quite poignant. The “Caring For Students” section resonated with me because I had recently discussed the semester with other GTAs in various courses. Although we serve in different capacities in different departments, we all concluded that instructional staff (GTAs included) are … Continue reading Reflections on Listening
Posts by Jaisohn Kim:
As we begin to study case, problem, and project-based learning (PBL), I can’t help but reminisce about my freshman year at VT. All Engineering freshmen enter under a generic major, “General Engineering,” and must pass a sequence of freshman-level courses to declare a specific major such as mechanical or electrical engineering. Two courses in the … Continue reading Reflections on My Freshman Engineering Course and PBL
Inclusivity is vital more now than ever. A learning environment should be a safe space. My intent as an educator is to create a learning environment characterized by a positive outlook. I, too, am concerned about our world and our society, and am deeply disturbed by what I see. However, I have made the personal … Continue reading How To Adopt Inclusive Pedagogy?
Sarah Deel’s article was profound. She detailed some of the minutia many GTAs tend to overlook when first starting their assignment. The article was relatable; it was reassuring to know we posted similar questions. However, I still don’t feel confident enough to fully define my teaching voice. I’ve been a GTA for a few semesters … Continue reading What’s My Teaching Voice?