Before you ban cellphones and laptops from your classroom, consider this: Students want to use those devices for learning and are looking to their instructors for guidance.

Learning is a partnership, I tell students. As an instructor, I do my best to provide interesting and relevant material, use class time wisely, and grade student work fairly. I also make time in and out of class to help students better understand material they struggle with.

I can do only so much, though, I explain, and I certainly can’t make students learn. Learning takes place only when students engage themselves in their education, complete their work meaningfully, come to class prepared, and participate in discussions and projects.

I often roll my eyes at articles that take millennials to task for not measuring up to the standard of the day. All too often, baby boomers and those in generations before seem to wag their fingers at young people and spew out curmudgeonly laments that inevitably start with, “When I was your age …”

Kerry Ann Rockquemore offers excellent advice about what she calls “the teaching trap.” (There was a link, but the page no longer exists).

By that, she means putting so much of yourself into your teaching that you have no time or energy for research, writing or life outside the office. She writes:

AUSTIN, Texas – How do students view effective teaching?

They offer a partial answer each semester when they fill out end-of-course teaching surveys. Thoughtful comments from students can help instructors adapt assignments and approaches to instruction in their classes. Unfortunately, those surveys emphasize a ratings scale rather than written feedback, squeezing out the nuance.