It was the first line that got me @catherinetan.bsky.social. Excited to read it (and have it on my shelf so I can brag that Iâm in the acknowledgments).
Students come in and tell me they like my filthy office. Today I stepped back and realized I am working in one of those âI Spyâ booksâremember those?
Ahhhh I loved that place. Happy to hear itâs still around!
I know what it's like to lose the chance to say something because I was obsessing over how to say it. So, I hope this encourages more students to participate, feel less self-conscious, and share what they have as it comes out. (4/4)
In the past, I also used this subtle strategy to help students find more appropriate phrasing for sensitive topics. In evals and meetings, students have expressed their appreciation for this strategy (at least among the ones who notice what I'm doing). (3/4)
As part of accessibility, I often repeat what students say so that others in the room can hear the comment/question and to make sure I fully understand their point. But this also provides me the chance to help articulate ideas so it's more coherent. (2/4)
A student expressed concerns about being judged by peers bc they are not able to "fancy talk" in class. It's not enough to assure students that there are no stupid questions, that making mistakes is okay. Here is how I support engagement and save them from their peers: (1/4)
Big day at the workshop! Woodland lamp #3 is done! A freestanding lantern. Features: đżď¸ đŚ đ˘ đŚ As promised in the acknowledgment, this one is going to @jenniferreich.bsky.social#SpacesOnTheSpectrum a million times and provided invaluable feedback.
Thank youuuuu!
Today is the â¨official⨠release date for âSpaces on the Spectrumâ! Get 20% off with code CUP20 on the @columbiaup.bsky.social website. Also available on Amazon, Book Shop, Barnes & Noble.
