TITLE

I'M NOT JOKING. BUT MAYBE I SHOULD START?

AUTHOR(S)
SEIDMAN, ALAN
PUB. DATE
March 2016
SOURCE
Reading Improvement;Spring2016, Vol. 53 Issue 1, p17
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
You've been teaching for years. Your evaluations have always been good, but lately things are stagnant. Student satisfaction with your teaching is decreasing and you feel your classes are losing energy. The students seem to be coming to class, but not like in years past. Whereas you could always count on 90% of the class to show up on any given day, now it is almost half as much. You've been to teaching and learning conferences and have tried new things, but you still can't seem to regain the sparkle and drive from years past. Even to you, your classes seem blah. It's time to reenergize yourself and your classes, but how? Today's students need more than content. They need to be engaged like never before. Attention spans are short and getting shorter by the week. You know that many students talk about the "funny" professors. Those classes seem to fill up first and are well attended. But you're not funny. You don't necessarily consider yourself dull, but you are not the type of person whose sense of humor comes easy. Still, you know you need to somehow add some levity to your classes. Fortunately, much has been written about the impact humor has on learning.
ACCESSION #
114026080

 

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