Tag Archives: role of emotion in learning

“Some people hold the view that if you are a learned scholar in a field, that should be enough to make you a good teacher.”

Posted on March 22, 2021 by Kate Stover

We all know this isn’t true. Is there a person alive who hasn’t suffered through a class taught by an expert who was boring? And yet, it seems to me that we are reluctant to acknowledge that “emotion” can support … Continue reading →

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“You want to aim for what D’Mello and colleagues call a ‘zone of optimal confusion.’”

Posted on April 19, 2018 by Kate Stover

D’Mello and his research team identified three guiding principles for implementing confusion in the college classroom: it should be appropriate, intentional and in the context of learning; students should possess the ability to successfully resolve the confusion; and when students … Continue reading →

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“The enthusiasm of the educators statistically predicted their students’ ratings of enjoyment and perceived value in the subject matter.”

Posted on January 18, 2018 by Kate Stover

This is the first week in the spring semester at my college, and it’s a critical time for setting the tone and energy level in our classes.  That’s why I’m turning again to James Lang’s excellent book Small Teaching, which … Continue reading →

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“Students rated sociability (e.g., friendliness, warmth) as significantly more important than did faculty.”

Posted on August 11, 2017 by Kate Stover

A 2014 study by Megan Gerhardt evaluated how instructors and students ranked contributors to teaching credibility. While everyone agreed that competence in subject matter and character are most important, students noted a desire for sociability that “has important implications for … Continue reading →

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