Tyll Zybura | 28 May 2020 | 1 comment
Working from home during the COVID-19 pandemic in 2020 is a challenge. This entry grew out of emails that I wrote to students who asked me about strategies to help them focus on their work.
Tyll Zybura | 19 Mar 2020
This is a call to teachers and supervisors to take proactive steps to keep in (virtual) touch with your students in a time of crisis.
Tyll Zybura | 20 Dec 2019
A living manifesto for healthier relationships in education. A project in collaboration with Katharina Pietsch and Jessica Koch.
Tyll Zybura | 27 Nov 2019
In my writing supervision I focus on process instead of results and on reflection instead of adherence to rules to help students experience more agency over their writing when they become aware of their own writing strategies.
Tyll Zybura | 7 Aug 2019
Students often express that my responses to their writing are in consonance with their own self-assessment, which motivates them to revise their papers. The specific form of my responses facilitates this congruity, and here’s why.
Tyll Zybura | 20 Mar 2019
Tyll Zybura | 19 Mar 2019
Tyll Zybura | 27 May 2018
I found that I can relieve the writing anxiety many of my students have by de-emphasising normative writing advice and facilitating an appreciative, non-evaluative awareness of their individual writing strategies.
Tyll Zybura | 6 Mar 2018 | 1 comment
Students often have an unhealthy all-or-nothing attitude toward their work which increases stress levels. They relax a bit when they learn to prioritize their work and allow themselves to ‘embrace mediocrity’ on low-stakes tasks to save time and energy.
Tyll Zybura | 2 Mar 2018
When students don’t do my prep assignments, I teach them how to ‘downscale’ homework instead of not doing it at all. This leads to homework being done more consistently as it empowers students to consciously manage their resources and priorities.
Tyll Zybura | 3 Nov 2017
Tyll Zybura | 27 Oct 2017
Feedback that is given on late-stage draft versions of student writing instead of on finalized papers is more meaningful to students because they can immediately use it for a revision of their work. Especially if the feedback is an appreciative response.
Tyll Zybura | 5 Jul 2017
In my experience as a teacher, students apologize far too much. I think that is troubling, so I try to reframe their ‘failure’ to meet some formal expectation or other as a chance to take control of their own learning.
Tyll Zybura | 7 May 2017
Against the rhetoric of competency-based teaching, I set a rhetoric of teaching strategies which focuses on the resources that students already have rather than on their presumed deficiencies.
Tyll Zybura | 6 May 2017
Writing academic papers is an incredibly involved procedure which brings together many different skills. Often students achieve better results and more confidence about their work when the writing is scaffolded through a series of interconnected steps.
Tyll Zybura | 1 May 2017
My students and I have made positive experiences with writing portfolios. Here’s why.