Iâ€™ve been teaching as an adjunct for roughly 10 years. I still love it. But I also find it frustrating.
This site is an attempt to bring some things into focus for me.
Unlike other Adjunct websites, thereâ€™s nothing to join here. Nothing to buy. Everyone is welcome. Come in and look around. Read a few posts and leave a comment, ask a question. If you can enlighten me, please do.
Iâ€™m fascinated by learning.
When it occurs, itâ€™s magical, electrical . . . and likely chemical: a dopamine spike that encourages us to reinvent the experience again and again. Perhaps it could be argued good learners are created as a result of an addiction to the pleasurable chemical milieu created by an epiphany. But of course itâ€™s not that simple. Learning doesnâ€™t behave like an equation. Teaching doesnâ€™t always result in learning.
Although my approach to teaching continues to evolve, major beliefs remain grounded in my understanding of psychology and the diverse individual/group dynamics of the classroom.
Each student must be valued and respected, regardless of their ability or performance in the classroom. This is not always easy, but itâ€™s the broadest, and most fertile of foundations for learning. And the effect of respect goes well beyond the individual. The respect, or lack thereof, shown to a single student contributes to the overall culture of the class, influencing all.
Learning canâ€™t take place without engagement.
Learning is active and requires sporadic participation of the mind. And I do mean sporadic. Sandwich participation with moments of introspection to create a relevant context. Something to keep in the forefront: meaning is always in the contextâ€”not the facts. If you donâ€™t invite the opportunity to create context (and all context is personal), youâ€™re just teaching a list.