Thanks for sharing.

One thing that worked really well when I was writing my dissertation was to use the pomodoro clock technique.

I used to plan my writing days using an app for it (there are several) and then schedule sessions as follow:

1. Writing session (20 minutes): I will not read email, or do anything else than writing with no distractions.
2. Short break (5 minutes): I had a list of small things I could do, like responding emails, checking my phone, etc.
3. Writing session (20 minutes)

After 4 writing sessions, I took a long break (15 minutes).

The app will tell you when to go and when to stop. Somehow I tried it against my will and realized it was extremely effective.

Cheers,

Homero

Thanks for sharing.

You post an interesting topic that has been in debate for quite some time. I teach courses in first-year engineering, and in engineering, there is a huge push to commit to class time and get the most out of the 75 minutes we have with our students twice a week.

One time I suggested to have more space in our class schedule to actually talk about current issues and how students felt about what was happening. One senior faculty member told me it was a stupid idea, in engineering there are is no place for feelings.

I disagree, I believe the way we experience the world as persons will shape any aspect of our professional career, and of our learning. Although I see your point and respect your approach, in my experience students that have something going on with the world and are somehow stressed out about anything won’t learn effectively. They will go to your classroom, but is because that is what they were told (“You need to go to your classes”) but I’m not sure if they are learning when something is happening on the outside.

For me, as a practice, they know the classroom is an open, safe, and brave space, and that I don’t mind taking minutes out of my schedule to have conversations about anything. I have received many positive evaluations in my 12 years of teaching engineering, and they always praise the fact that I took the time to have meaningful discussions. I haven’t had the first student complaining (yet) that because of wasting time talking about how we felt they couldn’t learn one equation or programming code.

For some students, specially in first year, they don’t know who to talk to, they don’t know what to do when something is wrong, for many of them the instructor in the first year course is the first person they have contact with, and they consider way more than just instructors, they consider us mentors, and in some cases role models. Sometimes they need to have the time to discuss and have a place where they know they can bring up anything.

Cheers,

Homero

I find it extremely helpful and interesting when classes discuss current events that are relevant to the course’s topic. This helps me see the real-world value of what I am learning. When people understand the relevance of different topics in relation to their lives, I find that they are more invested in learning more about it. That said, I can see how some may think that current events can distract — we certainly live in a world full of distractions.

This is spot on. I agree that had the shooter not been white, his treatment would have been very different. The picture you show here is very telling and very accurate. Unfortunately, the USA is not the land of the free or of the brave right now. It is the land of the oppressed, fearful, and ignorant.