I'm not a teacher, professor or anything, but I had a speaking engagement at a school recently and saw myself in front of a class of students who where tired, bored out of their minds, and just wanted to go home. It was a demoralizing experience because I was invited to talk about things that are very dear to me on a personal level. It wasn't easy because in a sense I was putting my heart out to a sea of rolling eyes.

I lectured two classes. The first was wonderful, the students were very interested and made great interventions. The second was a complete disaster and I almost ended it before the time. They were interested in anything but my talk. At some point I wondered, why should I keep talking? Do teachers face that routinely? If so, there's a place for you in haven!

I was glad to go back home knowing I would not have do it again...

I’m interested in everyday applications like noticing bias in commercial media as well as word-of-mouth and social media. Are there any principles or methods you know of that you’d consider especially important?

I’m also interested in any recommendations for online training.

Edit: Wow! Since there are some great suggestions in the comments, I'd like to summarise them here:

• Primary sources and secondary sources (fefellama)
• Engagement (BeanBurrito)
• Under The Influence by Terry O'Reilly [podcast] (chocobean)
• Influence, marketing, motivation, bias, dark patterns, corruption, phrasing and choice of words (chocobean)
• Multiple sources. Verbalise your thought process / question yourself (hobofarmer)
• Advanced Placement English. Ethos, pathos, logos (Wisix)
• Learning how to hold and study concepts without internalizing them. Not becoming emotionally dependent on “being right”. (bet)
• Flaws in perception and processing. The Scout Mindset by Julia Galef: "the motivation to see things as they are, not as you wish they were" (Landhund)
• Fact checking, exercises such as mock trials (chizcurl)
• Not assuming that critical thinking transfers across domains (daywalker)
• Falsifiability, scientific psychology, psychological bias, cognition / emotion / behaviour (daywalker)
• 'Very Short Introductions' series by Oxford Press (daywalker)
• Many ways to conceptualise "critical thinking". Appreciating the humanity of other people. (mieum)
• Self reflection and acknowledgement of diversity (mieum)
• The Unpersuadables: Adventures with the Enemies of Science [book] (gaywallet)
• Being Wrong: Adventures on the Margin of Error [book] (boxer_dogs_dance)
• Be curious and ask questions (Markpelly)
• Empathy facilitates understanding and tempers reactivity (Aerrol)
• Nobel disease or Nobelitis (saturnV)

I have a relative whose 8 year old has shown a keen interest in coding. He even takes books out of the library about coding even though he's never done it and I dont think he understands most of what he's reading. Seems like a little Bill Gates just dying to get started.

I used to teach LOGO to kids back when the dinosaurs roamed the earth and I looked at some recent versions. Its good, and the logic is all there, but the end results are fairly mundane for a kid who's already experienced amazing video games. Then I stumbled across Scratch, a much more visual programming tool and it seems to fit what we need. Scratch allows kids to make animations, simple games, even do motion detection, music all with sprites that they can manipulate using drag and drop coding blocks. Lots of online video tutorials that he can follow himself too. https://scratch.mit.edu/

Before I dive headlong into Scratch, just wondering if there are other even better tools for teaching coding to kids? Or what your experience might be with them?

Greetings Tildeans!

I am wrapping up my Ph.D. and am pursuing a teaching-focused career in higher education. I am currently in talks for a 4-year institution teaching faculty position that would revolve around teaching a subject I am passionate about and could provide a lot of intellectual stimulation. Unless something wild happens the offer is there and we are just negotiating the parameters. I also have a position that is in 2nd-phase interviews for a community college tenure track position that would be teaching general biology, anatomy, and physiology. I feel optimistic that they are going to offer me a position, but nothing is concrete yet.

I'm at this impasse because both have really good reasons for doing them and would provide experiences unique from the other. I am trying to balance the pros and cons between these two positions and consider what might be good for my career in the long run, and so I was hoping I could get some advice. Even if you're not in academia I think it would be helpful to get some outside prospective. I'm gonna list my thoughts on it below.

4-year University

Pros:

-Teach upper level and domain specific courses with opportunity to design courses I am passionate about.
-Integrated into scientific community if I want to to do more research/keep abreast of scientific advancements.
-Great community of teaching faculty with lots of support.
-Could be good curriculum vitae experience if I want to stay teaching at a 4-year institution, and could open up teaching psychology courses.
-Option to develop a community outreach project I am passionate about, not sure if there is support for me but there is infrastructure there.
-Partner's family is in the area, and it is a big metropolitan area with lots to do.
-Can get tuition at 25% cost for my partner and I incase we want to get some other degrees.

Cons:

-Pay is not great (does have option of picking up extra summer online classes to earn more).
-My partner and I don't want to live here long term, primarily because of climate, and cost of living is increasing. We are already ready to move, but this is a good opportunity.
-Is contract based, so not as much job security. Having said that, many of the teaching faculty have been there a long time and it seems like the student body for this department is generally growing.

Community College

Pros:

-Pay is pretty good, and there is a baked in growth of salary as long as you stay there long term. Pay could be as much as $15K more starting out than the 4-year institution.
-Small class sizes, so better teacher:student ratio means more involved education.
-Cost of living in the area is pretty cheap (so far).
-Beautiful area and would put us closer to a part of the country we would like to live in long term.
-I do like biology and physiology, just not as much as neuroscience.
-From my understanding there is lot of support and easy options to get into administration if so desired. All the faculty I briefly met had been there at least 7 years.

Cons:

-Only lower levels courses, with little room to develop new ones.
-Not sure how this would impact my ability to switch to a 4-year institution if I end up craving that intellectual stimulation.
-The area is in a part of California that does have issues with forest fires (not the town proper), and the county swings hard in the opposite direction of my politics.
-Small town so there isn't as much to do.

Overall, the community college looks best on paper. We're not planning on having kids so family support isn't as big of a deal. My main concern is if I could switch back to a 4-year institution if I feel like I'm missing something. So if anyone has any thoughts please let me know, in particular if there are other things I'm not considering that you think are worth examining.

Edit: Just to add some additional information. As part of making myself a good candidate for higher education, I have worked as a teaching assistant for several courses during grad school and I have taught online physiology as an adjunct professor at a community college, so I have some experience in both environments.

Thanks ahead of time!

It seems to me we teach kids math in a way that prioritizes mass teaching and resource management over the actual learning of mathematical concepts.

We rely on paper and pencil, and maybe some limited manipulatives like unit blocks, and there’s 1 teacher for every 15-30 kids or so.

What are some methods that might work better to establish a strong understanding of math if we were able to approach it differently?

Or what are some methods that have been proven to work in other settings and why are they able to be successful?

I'm a teacher in the US, and the question of whether schools reopen is very much still up in the air (and location dependent). However, I heard some internal talk from my district that looks like they are, at present, leaning towards a partial reopening that will likely have me back in the building, in-person, with a room of students in the fall.

Assuming this is the case, I want to prepare now. I'm operating on the following assumptions:

1. Provisions from the school and district will (allegedly) meet a certain minimum, but there is an effective maximum beyond those measures that I can independently pursue.

2. Until the virus's spread is contained, the likelihood of someone who is infected with COVID-19 being in my room is non-negligible.

As such, I'm looking to maximize the safety of myself and others in my room as much as possible. I'm looking for guidance in the following areas:

1. What are the best, legitimate masks I can get for myself? N95s are out of stock everywhere, or, if they're in stock, they're from sketchy sources that are almost certainly selling fakes.

2. What are the best masks I can get for students? They are supposed to be bringing their own, and I assume our school will have something in place for kids without them, but if for whatever reason a child makes it to my class without a mask (or breaks theirs or something like that), I'd like to have extras on hand for them.

3. Is there any other PPE I should look into? Gloves, facemasks, robes, etc. I don't mind wearing whatever will keep me and others safe, even if it looks ridiculous. On the other hand, I don't want to go overboard either.

4. Where can I get bulk hand sanitizer and/or cleaning wipes? These also seem to be widely out of stock. Also, are there types/brands that are more effective than one another?

5. Is there anything else I should stock up on now? I'm worried about a run on already low supplies once schools announce reopening plans.

6. What best practices should I employ while in the classroom setting? I want to protect myself and the kids in my room as much as possible. Anything that I can control to reduce risk (e.g. procedures, ventilation, etc.) I want to implement.

7. What level of risk am I potentially putting myself in? I need some straight talk here. Be as transparent as possible with me about the reality of what I'm potentially facing.

8. Is there anything else I need to know or do in advance of the school year starting? I've got time to prepare. I want to make sure I do whatever I can now. Even if it turns out in hindsight that I overprepared, I'll be happier knowing I did everything I could rather than being in a position where I wish I had done more.

Also I should note that I am willing to pay for quality. I don't want to put my life in the hands of the cheapest options out there. As much as I resent the idea that I would have to pay for any of this myself, I'm not about to gamble on this.

I don't know what is the correct word in English, but I'll be one of those guys who will teach a "class" consisting on answering questions and guiding them through the exercises.

The content is very basic algorithms in C, so things like functions, pointers, and structs are off the scope. Here is the repo I made with the solutions for last semester. I'm starting in the second semester, so I have everything fresh in my memory.

I welcome anything you can give but I'm not necessarily seeking technical advice since the teachers have that covered. What I'd really like to know is what you consider to be some good examples, attitudes, and approaches for this particular position. Thanks.