How can we learn from what we do/teach?
I would wager that I've learned more this semester than my students. Teaching is a reflective practice. Often, the practice of teaching provides me with reflections I had yet to learn about myself.
For this semester I've learned students, like most people in life, respect honesty.
I've relearned the trials and struggles freshman encounter during their first semester of college. I had become too distant from those issues that I myself experienced one time.
I've learned that most of the writing skills I teach in class; I sometimes forget to do in my own papers.
I've learned that the kids that start to fall asleep at 8:00 in the morning are alert at 2:00 in the afternoon.
I've learned that students listen to my speech and watch my behavior and mannerisms more than I anticipated.
Most importantly though, I've learned I enjoy teaching and interacting with students. To be overly honest, I even enjoy teaching freshman composition. But what's more, I think my students know this too.
Wednesday, November 19, 2008
What You Must Know
What should a FYC teacher come to class knowing? What should a FYC student come to class knowing? How can we prepare for "Plan B" when they don't?
As a FYC teacher you should know that you will never know enough. I don't think what you must know for FYC can be categorized into an easy answer. Instead, the "know" must evolve and change. In fact, the know becomes more individually oriented and tailored for each student as the semester evolves. In a class this large, I encourage my students that what they do not know, needs to be supplemented by meeting with me during office hours.
As a self-help point, I think you must have confidence in your ability to teach the given material for class that day. You must know that although you feel under prepared, you know enough to be in the classroom.
I think you must know that the students bring resentment to class. They don't want to take the required course (who does?).
To me, Plan B looks and sounds like this: "Give me 5 minutes to think about your question." or "I don't know the answer to that, but let me ask someone who does."
As a FYC teacher you should know that you will never know enough. I don't think what you must know for FYC can be categorized into an easy answer. Instead, the "know" must evolve and change. In fact, the know becomes more individually oriented and tailored for each student as the semester evolves. In a class this large, I encourage my students that what they do not know, needs to be supplemented by meeting with me during office hours.
As a self-help point, I think you must have confidence in your ability to teach the given material for class that day. You must know that although you feel under prepared, you know enough to be in the classroom.
I think you must know that the students bring resentment to class. They don't want to take the required course (who does?).
To me, Plan B looks and sounds like this: "Give me 5 minutes to think about your question." or "I don't know the answer to that, but let me ask someone who does."
Saturday, October 18, 2008
Teaching Philosophy, Etc.
I think a Composition Philosophy must be appropriated with the objective of the department's course policies. With the exception of the weekly assignments, I'm confused about what the philosophy of our composition program entails. Maybe I missed the lesson on philosophy and objective.
Teaching Philosophy
I wish I could say I have this outlined, ready on file for my future job application, but I don't. I think my teaching philosophy will evolve along with my experience in the classroom. Based on my semester of experience, here is the one philosophy I would name:
Be willing to evaluate and then change methods of teaching. Some ideas work and other ideas fall upon deaf ears in the classroom. I can't assume my methods of teaching are unquestionable or perfect--I must be open to the suggestions of students as well as the classroom dynamics.
Teaching Philosophy
I wish I could say I have this outlined, ready on file for my future job application, but I don't. I think my teaching philosophy will evolve along with my experience in the classroom. Based on my semester of experience, here is the one philosophy I would name:
Be willing to evaluate and then change methods of teaching. Some ideas work and other ideas fall upon deaf ears in the classroom. I can't assume my methods of teaching are unquestionable or perfect--I must be open to the suggestions of students as well as the classroom dynamics.
Tuesday, October 7, 2008
Group Grading: A Spewing of Anger
The grading system for First Year Comp proves especially problematic for the following reasons (Disclaimer if the three people in my grading group and this class read this---it's not directed at you):
1) Lunsford discusses in our teaching handbook how instructors should monitor progress and grade according to this progress as the semester continues. I can monitor my student's progress and teach in a way that tries to cover 71 learning abilities, but their papers are subject to random grading procedures not a learning scale like Lunsford describes. I think this isolated-random grading eliminates those students who might become better writers and those who suck at writing, and benefits only those students who excel in the art of writing.
2) In grading I must depend on a group. The whole collective learning/working theory rears its ugly head when group members do not comply-meet the individual quotas, or the system does not monitor--keep their activity in line (like a real job--that's what it is, right?). Grading in groups also proves frustrating, because I grade other students papers while my students whose papers have yet to be graded ask about their grades and want to monitor their improvement. I think if individual instructors graded their own students' papers (make them blind submissions) then the dynamics of communication and trajectory of learning would level on the instructor/student sphere.
3) In light of point 1 and 2, my work hours would decrease if I graded my own papers, because no longer do I have to run between the middle man checking on my student's progress and adjusting my teaching as the grades slowly drop from the sky.
I realize that my opinion as a first-year newbie doesn't weigh in on the larger theoretical debate. However, for this week and the week before, this topic puzzles me and makes me struggle with the system at large.
1) Lunsford discusses in our teaching handbook how instructors should monitor progress and grade according to this progress as the semester continues. I can monitor my student's progress and teach in a way that tries to cover 71 learning abilities, but their papers are subject to random grading procedures not a learning scale like Lunsford describes. I think this isolated-random grading eliminates those students who might become better writers and those who suck at writing, and benefits only those students who excel in the art of writing.
2) In grading I must depend on a group. The whole collective learning/working theory rears its ugly head when group members do not comply-meet the individual quotas, or the system does not monitor--keep their activity in line (like a real job--that's what it is, right?). Grading in groups also proves frustrating, because I grade other students papers while my students whose papers have yet to be graded ask about their grades and want to monitor their improvement. I think if individual instructors graded their own students' papers (make them blind submissions) then the dynamics of communication and trajectory of learning would level on the instructor/student sphere.
3) In light of point 1 and 2, my work hours would decrease if I graded my own papers, because no longer do I have to run between the middle man checking on my student's progress and adjusting my teaching as the grades slowly drop from the sky.
I realize that my opinion as a first-year newbie doesn't weigh in on the larger theoretical debate. However, for this week and the week before, this topic puzzles me and makes me struggle with the system at large.
Wednesday, October 1, 2008
The World is Round and Other Theories
I think theory is important for our academic work. It helps situate our position of argument within a field and often lends importance to our own discourse.
Theory also makes itself important in composition, but the reason for this importance is a personal one I think. Although it is advantageous to understand the discourse of a field in which you work, theory gives teachers and even students an objective way to look at and process classroom dynamics as well as understand practical methods of pedagogy. In part, theory always has its toe stuck in the door of discourse, because without it, teachers, professors, and students stumble on the wreckage of classroom disappointments. Theory provides an objective way to approach the motion of the ever-changing field of discourse.
Theory also makes itself important in composition, but the reason for this importance is a personal one I think. Although it is advantageous to understand the discourse of a field in which you work, theory gives teachers and even students an objective way to look at and process classroom dynamics as well as understand practical methods of pedagogy. In part, theory always has its toe stuck in the door of discourse, because without it, teachers, professors, and students stumble on the wreckage of classroom disappointments. Theory provides an objective way to approach the motion of the ever-changing field of discourse.
Tuesday, September 23, 2008
Writing Time
When I write, all overhead lights have to be turned off. I use the light of a single lamp. This bring me into focus for the topic at hand. I also find lamp light to be more aesthetically appealing.
I usually like for the window to be open and hear the passing sounds of cars, dogs, cats, people, etc. I write best in the fall and winter months when the air is crisp and cool. In the summer, writing is drudgery for me.
I usually have something to drink--coffee or tea.
Aside from these preferential settings that are a rarity during the semester, my actual academic writing is as follows:
I start by scratching notes in pencil on paper. These notes aren't reflective of my "official" writing time, but rather a random accumulation of thoughts and ideas jotted in passing moments of Eureka.
Research and ideas are easy for me. It is the writing-typing on the blank page that proves difficult. For academic purposes I usually have to lock myself up in the library--isolated in a cubicle to decrease my distraction to read the NY Times, go for a walk, call an old friend, etc.
I usually like for the window to be open and hear the passing sounds of cars, dogs, cats, people, etc. I write best in the fall and winter months when the air is crisp and cool. In the summer, writing is drudgery for me.
I usually have something to drink--coffee or tea.
Aside from these preferential settings that are a rarity during the semester, my actual academic writing is as follows:
I start by scratching notes in pencil on paper. These notes aren't reflective of my "official" writing time, but rather a random accumulation of thoughts and ideas jotted in passing moments of Eureka.
Research and ideas are easy for me. It is the writing-typing on the blank page that proves difficult. For academic purposes I usually have to lock myself up in the library--isolated in a cubicle to decrease my distraction to read the NY Times, go for a walk, call an old friend, etc.
Tuesday, September 16, 2008
Voice
Question:Does "voice" that resonates compete with or enhance "academic voice"?
Answer: I'll use the classic Dr. Rickly and Dr. Baake response and reply: It depends.
I mean in the English department even, some professors through their grading requirements encourage voice or even honor voice, while others restrict such "digressions." I can control the voice based on the topic, but only to some extent. I'm not a Shakespeare buff, but I am taking Shakespeare course. Thus when in Shakespeare class, do as the Shakespeareans do, right? I think any writing pertaining to "academic" rigor, requires a certain control, manipulation, or selective timing of my voice.
When I teach and when I grade, I tell my students I value their voice. I really do.
However, I emphasize that in writing for a 1301 course, one must use voice when it is within the requirements of the assignment description. I encourage my students. The more they understand the rules governing writing, grammar, and language, their understanding and use of their own voice matures.
Answer: I'll use the classic Dr. Rickly and Dr. Baake response and reply: It depends.
I mean in the English department even, some professors through their grading requirements encourage voice or even honor voice, while others restrict such "digressions." I can control the voice based on the topic, but only to some extent. I'm not a Shakespeare buff, but I am taking Shakespeare course. Thus when in Shakespeare class, do as the Shakespeareans do, right? I think any writing pertaining to "academic" rigor, requires a certain control, manipulation, or selective timing of my voice.
When I teach and when I grade, I tell my students I value their voice. I really do.
However, I emphasize that in writing for a 1301 course, one must use voice when it is within the requirements of the assignment description. I encourage my students. The more they understand the rules governing writing, grammar, and language, their understanding and use of their own voice matures.
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