This essay is an overview of three lessons that the author learned while teaching during the pandemic. In making adjustments to her courses, she realized the importance of purposeful care, creativity, and community-building. As the title implies, all three can be achieved by committing just thirty minutes.

Offering examples from her own experiences, the author advises community-engaged scholars (and those mentors and institutions that support them) to always question assumptions with respect to the communities in which they are engaged. She notes that as they work to unfold research programs, they should be sure to listen carefully to the…

Social foundations courses, and in particular any course that has to do with multiculturalism or diversity, can be land mines for teacher educators seeking to provide experiences that may be "partisan" but also "educative". This article explores the tensions of teaching multiculturalism classes to undergraduate teacher…

In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students' experiences of the learning context have important implications for teaching…

The authors adopt the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to insure transfer or ownership. Further, such instruction often emphasizes only literal recall, limiting students' understanding. Therefore, the author argues that teachers should consider…

This paper is about how the transformatory pedagogical practice of popular/liberatory education can be further articulated within geography. It is based on the experiences of a third-year undergraduate course, "Autonomous Geographies", in which the author developed some of the core values of popular education, namely engaging with…

Advocates the practice of students writing journals in all of their courses. Drawing on observations of scholars like Vygotsky and Berthoff, this article discusses how the writing-to-learn movement links writing to critical thinking; spontaneous, exploratory writing enables students to create "webs of meaning" through which they can…

Notes that educators at all levels are involved in a paradigm shift--from the view that knowledge is an external entity existing independently of human thought and action to knowledge as mutually constructed by teacher and student. Describes the use of a double-entry journal that engages learners actively in constructing their own meanings. (RS)

Three types of journals useful with adult literacy learners are reader response journals, in which learners record responses to texts; dialog journals, in which teachers and learners alternate entries; and self-esteem journals, assignments that enable reflection on life issues. (SK)

A high school participant in TAMARACK reviews the main themes in "Walden" and compares Thoreau's experiment in living to the TAMARACK experiment in education. TAMARACK, a three-credit course based in "real life," involves camping, environmental science, journalism, and outdoor education. Excerpts from other student journals are…

Journal writing gives students opportunities to practice writing in a way relevant to their experiences and not merely as an exercise in writing for writing's sake. There are many opportunities for a student to write about subject matter learned from ongoing lessons, as examples from the journal of a sixth grader illustrate. Listening to current…

Examines and discusses several fifth-/sixth-grade students' written responses to literature in terms of what they reveal about the writer's knowledge and understanding of how literary texts work. Suggests that students' written responses to literature can provide invaluable pedagogical information and support to encourage children in their growth…

Offers suggestions for training people to use the Internet. Topics discussed include levels of training; goals; matching objectives to student interests; the importance of interactive sessions; student log books; conducting student evaluations; follow-up; and the necessity for the instructor to keep current. (four references) (LRW)

Describes how one teacher learned to eliminate ethical and pedagogical problems inherent in student journal writing by placing restrictions on assignments. (ARH)

Describes the redesign of a media ethics course in which students analyze such topics as truth, falsehood, manipulation, temptation, unfairness, and power. Notes that students keep an ethics journal in the course, and discusses sample journal topics. (PA)