Peter Brooks

In 99% of my classes, all of my papers and assignments have been graded with percentages. I am used to getting 95-100% on all of my papers and assignments. In one class I had recently, though, I got something back and I had a 40 on it! Imagine my panic and confusion! When I emailed the instructor about it, she explained that the assignment was worth 40 points, so essentially I got 100%. I didn't understand her logic at switching from the format that everyone had been used to, all thru their program at this school. Some items were worth… >>>

I am just starting teaching, but when I tutored bio and A&P, a really helpful tactic I employed was getting my students to realize that they carried their own model with them -- their own body. If you want to know the action of the bicep muscle, just flex your bicep! Which side is the bigger bone in the leg on? Just feel it, during the test, it's not cheating! Another cool group project that we did was assign muscle groups - arm, leg, back, etc - to a group and have them choose one person to be the model.… >>>

In clinicals, we have a pre- and a post-conference, where we talk about what we are going to learn, and then later, what we did learn or do. For the post-conference, I am going to borrow a tradition from a group I used to lead, and that is "one good thing." No matter how scary or frustrating the day has been for the students, I will challenge them to list one good thing about it. It can be some valuable (yet painful) lesson they may have learned, or a kind helping hand just when they needed it, or any number… >>>