Category: Education Article

This article first appeared in the Teaching Professor on September 26, 2016. © Magna Publications. All rights reserved.

Editor’s note: There are two articles in this issue on rubrics. First, Raz Kerwin shares how he engages students (via Google Docs) in the creation of assignment rubrics, while Perry Shaw’s piece focuses on how faculty can improve their use of rubrics. Both articles reflect the growing interest in and use of these more elaborate delineations of grading criteria.

Wide consensus confirms the usefulness of rubrics. For instructors, rubrics expedite grading with standards; at the same time, they reinforce learning objectives and standardize course curricula. For students, rubrics provide formative guidelines for assignments while—ideally—spurring reflection and self-assessment.

Rubrics can do these wonderful things for students only if students actually look at, understand, and use them. Many of us have seen students do just the opposite—file them away or, even worse, toss them

This article first appeared in the Teaching Professor on December 13, 2017. © Magna Publications. All rights reserved.

Teachers and students can give each other priceless gifts. “Professor Jones changed my life!” The comment is usually followed by the story of a teacher in love with content, students, and learning. How many times have I told the story of my advisor who was the first person to suggest I could be a college professor? We love to hear and tell these stories because they are remarkable and inspiring. A student and a teacher connect during one small segment of the student’s life, yet through that tiny window of time can blow a gust strong enough to change the direction of that life.

And students gift us with stories that bear witness to life-changing encounters with teachers. I recently read Fred Heppner’s description of the three teachers who changed his life.

The Marble Jar Reward System

This article will demonstrate the Marble Jar Reward system as a method of extrinsic motivation in your primary to elementary students. While you can use this reward system for every age group, by middle to high school, students should be more intrinsically motivated and may deem behavior reinforcers such as a reward system too juvenile.

The Marble Jar Reward System is a common classroom management tool to help reinforce desired behaviors. This positive reinforcement strategy is typically utilized as a whole class reward system but can also be modified for individual students. The most common use of the Marble Jar System is for the teacher to set up a glass jar in an easily viewable location, like the top of a shelf or her desk. Choose a jar size that is not too large; or, if you choose a large jar, add a tired system

There may be no more serious issue for a student than facing an academic conduct hearing because of plagiarism. This certainly is not part of the expected college experience for students or parents. Faculty, however, often struggle with creating approaches that focus on why and how academic writing and the associated documenting guidelines enhance a student’s ability to communicate their thoughts and ideas.

Rather than focusing first on the negative impacts of not implementing citation guidelines, Moore (2019) confirms students with limited experiences in research writing at the college level will often make mistakes in documentation and attribution. She suggests four strategies to detect writing issues, avoid academic conduct issues, and help improve the student’s ability to avoid recurring mistakes by using “plagiarize-proof” assignments that: 1) evaluate your expectations for student research literacy, 2) include unique or individualized elements into assignments, 3) require an annotated bibliography before the assignment due

If your goal is to help students learn about one another and connect with students they may not usually talk to, then the New Friends Bingo icebreaker may be a good choice for you!

New Friends Bingo allows students to interact with one another while playing a modified version of Bingo. Using a Bingo table, details about potential student characteristics are recorded in each square. You might choose to record simple information about students like “has brown hair” or “owns a cat”; or you might have some fun and create more unique details that might help make some meaningful connections like “loves comics” or “speaks a language other than English or Spanish .”Students are then asked to roam around the classroom, introduce themselves to each other, and then attempt to find a detail that matches the person they are speaking to. If a student finds a friend with a detail