Document Type

Chapter

Journal/Book Title/Conference

Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors

Editor

Sam Clem

Publisher

Utah State University

Publication Date

8-15-2022

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

  • Recognizing and appreciating students’ identities is important for learning and feelings of academic empowerment.
  • The ways in which we can amplify students feeling validated is by being responsive to their needs and respecting who they are both inside and outside the classroom.
  • The ways students may feel invalidated are by perpetuating the power dynamics between student and teacher, disregarding students’ mental health, and engaging in inflexible standards.
  • Students may feel more able to take on the difficulties of academia when we help them take a strengths-based approach to who they are.

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