Tuesday, February 19th, 4-6pm, Room 9206

Teaching as an international student takes much hard work and trial and error. As international graduate students, we often jungle many unknowns when we engage CUNY classrooms, classrooms that may look and feel quite different from the ones to which we have been habituated. We might know little about our students’ previous educational experiences, their cultural and academic worlds, the U.S-based university system as a whole and the CUNY system in particular. Some of us are teaching as non-native speakers of English for the first time. Figuring out what kind of instructors we can and want to be, how to communicate clearly, how to best engage our students, how to be helpful during office hours and how to give useful feedback can be overwhelming.

But you don’t need to do it alone! Join colleagues from the Teaching and Learning Center for a workshop where we will share and explore strategies that can help graduate student instructors figure out how to best do our work in collaboration with our students and graduate center peers.

Inspired by the work of Paulo Freire in “Pedagogy of the Oppressed,” together we will rethink our pedagogical practices along with the usefulness of teaching against the “banking model of education.” In this workshop, we will explore anti-hierarchical pedagogical strategies that can help us put Freire’s ideas into practice as we strive to build classroom environments where students and instructors work together to design syllabi, group projects and rubrics that can allow us to give each other helpful feedback and grow as collaborative learners. We will pay particular attention to questions about what it means to do this as an international student in the CUNY context.

Please register for this workshop at https://cuny.is/tlc-spring-19.