Teacher of the Ear

Common systems that check finished work for signs of plagiarism turn it into a punitive situation, rather than a teaching opportunity. That’s the big difference between the student experience of plagiarism and the academic understanding of it. What if we looked at citation as a compassionate authorial act? Could we situate quoting and referencing as an act of academic kindness?

Students ask about our interests and lives to understand & connect with us. What happens when the answers reveal more about us than we’re ready to share?

Back in October 2021, Jessica Zeller posted a tweet about a particular class session. She said her class “went everywhere” and that she already missed being in that class by later that same day. Jessica said they discussed “not passing down our own pedagogically-induced trauma; the problem with ideals; ego, power, & responsibility; how words shape students' feelings about their bodies; & pedagogic optimism.”

Hear Jessica’s take on the inherent optimism of teaching, what we could all learn from ballet pedagogy, and the benefits of ungrading, regardless of content area.

Our theme music is by Blue Dot Sessions. This episode’s cover art is from Sandy Millar on Unsplash. The show is hosted on Anchor.fm, and you can subscribe wherever you get your podcasts. The full catalogue of episodes, including show notes and complete transcripts, lives at hybridpedagogy.org/podcast. This episode has a complete transcript available.

Chris Gilliard walk us through concerns he has about the state of online surveillance, dangers lurking behind asking students to work in online platforms.

Much of the conversation about modern education discusses what we as teachers can sayor do within our classrooms. Relatively little attention is paid to what we can hear from our students. In this episode, we’ll explore some of the benefits we can get, and improvements we can make, if we essentially talk less and listen more.