A6 When writing for a fellowship application I was learning and followed some formulaic steps - what I did, link to theory, evaluate comment to link to criteria. Now I feel the urge to write up things I noticed and observed in my classes, which I might later develop and research about
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Well put here, but I can further divide them into relational/ human (student and autobiographical) and external validation - to showcase your impact to the system for promotional purposes - (theoretical and peer)
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A3 All of them can be effective to show impact but the recipient is important (audience you are addressing it to). If it is for myself, student voice matters most followed by peer.
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A3 Ah, that's where the theory comes in - you compare and evaluate your activity against it and thay is how you can gauge impact and significance perhaps
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Metrics make us feel and be clogs in a machine, servants of the system but only if we let them. A matter of mindset
A2 My values as a person and educator have a great impact on my practice so autobiographical. I am interested in the relational side of teaching so peer and student definitely. Theoretical is only for strengthening all of the rest for me or to comply with the "that's how it is done" thing
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A1 It might not be so much a matter of articulating it than of being sure it is a fact. It might seem as a big thing from our POV, but getting evidence from students is the hardest part, at least in a formal way.
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Join us for this week’s #LTHEchat which will explore Educational Impact with Brookfield’s Four Lenses with @hintondm.bsky.social on Wednesday 8-9pm GMT/BST. Read the blog post at: lthechat.com/2026/04/12/l...
Cliques are no good. I'm a lone blogger 😁
I'm also blogging to express ideas and things that interest me from my practice. I don't purpor to replace academics - it's my way of sharing things that are important to me in an easy way without having to deal with ethical approvals, journal editors etc.
Teaching to impress or teaching to comply - some thoughts on teacher observations from a teacher's perspective
fullofbeams.blogspot.com/2026/04/teachi…
Is scaffolding always an effective way to support learners? Is it not a way to spoil and deskill them? Can another way of teaching through demonstration be a more effective one especially when it comes to teaching academic writing and research skills?
fullofbeams.blogspot.com/2026/03/show-m…
When life doesn't give you lemons...
Some thoughts on pedagogical innovation in our everyday teaching practice
fullofbeams.blogspot.com/2026/03/when-l…
Oh, yes! I like bright yellow to contrast the gloomy rainy days, so I bought a yellow raincoat 💛
That's an interesting perspective g sounds a bit like tough love, but is very beneficial for students
A5 Overstepping procedure in the name of the wellbeing of colleagues or students when it seems the most reasonable and right thing to do
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A4 - By being inspired by and celebrating every small victory and success in our classroom
- By building trust and safe spaces for our learners
- By being observant and responsive to the needs of students
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A3 - Thoughtful and empathetic leadership
- Teacher - student dinamics - again empathy is key here
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A2 Listening, valuing, inspiring, empowering, being transparent and honest. Sounds idealistic as rarely the case, though
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A6 Intercultural training perhaps and time to get to know your audience before using humour in the classroom
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That should read A4
A5 All types of humour related to any protected characteristics, as well as jokes about students or colleagues unless they initiated them and are willing to be part of the joke.
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A3 I feel humour used to break boredom, help with difficult material or as a warmer is always welcome. I don't use self-deprecating humour and am generally quite neutral regarding topics to joke about - I might joke about the weather for example as in Glasgow it's a good talking point 😁
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It might have to an extent as one remembers the funny teachers, but I think our own use of humour depends to a great extent on our personality and also the dynamic in the classroom
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A2 I appreciated it and generally liked it. Again, if it was well-used and not excessive. It helped built rapport, but not a lot of teachers used it in my context/ time (or, shall I say, era? 😂)
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I teach international students and am constantly learning about their culture and observing their response to different situations and my behaviour too.
It's really interesting
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A1 I think it's a nice touch to classes but should be done with measure and considering one's audience (sometimes culturally diverse)
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One more here 🙋🏻♀️
How can we effectively assess academic writing skills in the genAI era when the final product is increasingly no longer a true reflection of students' ability? Some ideas on how to assess procedural knowledge of the research process stages
fullofbeams.blogspot.com/2026/03/propos…
