"Reading Time: 1 Minute 26 Seconds"

What did I learn teaching?

2008-11-19T10:38:00.001-08:00

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.

What You Must Know

2008-11-19T10:28:00.000-08:00

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."

Teaching Philosophy, Etc.

2008-10-18T20:51:00.000-07:00

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.

Group Grading: A Spewing of Anger

2008-10-07T09:30:00.000-07:00

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.

The World is Round and Other Theories

2008-10-01T06:00:00.000-07:00

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.

Writing Time

2008-09-23T10:08:00.000-07:00

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.

Voice

2008-09-16T12:17:00.000-07:00

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.

"Take 20"

2008-09-11T06:19:00.000-07:00

I'll admit my reluctance to watch the film "Take 20" by Todd Taylor. It isn't often I sit down and watch videos in front of the television, and 65 minutes is a sacred amount of time to give. Thus before this task began, I wondered: How can a film help me learn how to teach?

5 minutes into the film I was shouting to an empty room: I'm not alone! The professors did not sit on top of a throne of books, dictating comments and generalizations. I expected to hear that these professors writing and publishing in the field of Composition and Rhetoric were perfect first-time instructors, suffered no anxiety, and knew exactly what they were doing.

Alternatively, I found myself pausing the film to scribble notes.

I value expression in writing. Thus this week I have been at a loss in attempting how to present paraphrase in a way that captured the attention of the students. I want them to feel the freedom to express. One student commented to me this week that what I am teaching is a bunch of rules. In part this is true.
Through the dialogue presented in the film, I learned I can identify the genre of paraphrase, teach the students how to own the topic, and outline a criteria for success applicable to the assignment and course as a whole. I don't know about you, but paraphrase sounds much more appealing when coined as a genre.

Don McQuade stated something lasting: Writing is recursive. Teach students not to fear writing it wrong the first time. They can always do it over.

So maybe I am a sucker for the still black and white shots with the names of the authors we are reading genie flashing to the side and the idiosyncrasies of the professors in full screen, but this film was the most applicable lesson of teaching yet for me.

Why do we Teach First Year Writing?

2008-09-04T09:00:00.000-07:00

Why do we teach first year writing?

I think it is healthy to ask the question why and in fact, I encourage this question. However, it seems that disciplines associated with Arts and Sciences have to defend their why more frequently and extensively than other academic disciplines.
The last statement reflects on why we teach first year writing. Only those disciplines and forms of thought that challenge others are worth doing at all. For instance, I recently saw a PBS special about whether the nomination of Barack Obama invalidates the need for affirmative action. I will not attempt to answer that question in this posting, but use it as an example of how issues of importance are identified according to reevaluation and challenges of relevancy.

With that in mind, I believe we teach first year writing in its most basic form to teach students how to arrive at identifications of truth and processes of critical thinking through the vehicle of composition. Writing to arrive at truth and identification of one's self gives confidence to answer questions, stake claims to life and direction, and function in a literate society. Whether one identifies with expressionists, new rhetoricians, hermeneutics, or traditional rhetoricians the "why" locates itself in the journey as well as in the arrival.

I do not yet possess the experience to define what we should be teaching in first year writing. However, I do identify with the writer Carlos Fuentes in that the geography of composition is continually making itself new. Thus reevaluation of this question must take place in discussions that question the nature of text, identifying the what or to whom of audience and voice in a world of blogs and youtube, to name a few.

3 Most Important Theories of Teaching/Composition

2008-09-02T09:16:00.001-07:00

Respect:

The first and foremost belief I have about teaching, especially teaching 1301, is the importance of R-E-S-P-E-C-T. (Sing one for me Aretha.) Some people reading this post might think that I am speaking of respect for my "authority as a teacher." Although this is important as well, respecting my students takes precedence. I believe you have to give respect to your students. Respect gives students confidence in their own ability as writers. Giving respect also means that in the classroom I might be the expert, but on the football field, in a math class, or basket weaving, they could teach me a lesson or two.
I hear far too many first and second year teachers belittling a student's intelligence and effort. It disgusts me. I think some graduate students get high and mighty on their own ability as grammarians (please). They too soon forget that we are the plebeians. Tenured professors anyone?

Relevancy:

(So, what are you going to do with an Master's Degree in English?)
Seriously though, I want the students to know how and why learning the assignment is important. The relevancy of my instruction should explain how they will successfully complete the assignment. What they learn needs to be relevant for more than just making a grade in 1301. The cohesion of the entire class should produce informative relevancy in their other academic endeavors and individual lives.

Literacy:

I believe it is more than the ability to read or write. Literacy translates into confidence: Confidence in one's ability to approach a text and glean the message the author attempts to convey. Literacy makes each person an audience of one. It gives that person an opportunity to take themselves to another time period, culture, section of the world, etc. I am passionate about the arts, especially that of text (i.e. fiction, non-fiction, poetry, drama, manuscripts, letters, journal entries, etc.) The world of text is available to those who are literate, and I want each of my students to possess fluent literacy.

The Beginning

2008-08-26T12:26:00.000-07:00

Today was my first day of teaching. The personality of the first class, linear. The second proves to be a challenge in its spectrum of personalities.

My name is Emily. I'm a graduate student (M.A.) here at Texas Tech. My scholarly interests reside in the History of the Book (with direct attention on editing and publishing) and 20th century British modernism (with specific attention on Virginia Woolf and the Hogarth Press).

I completed my undergraduate degree at Southern Nazarene University in Oklahoma City. It's a small liberal arts school. The relationships I formed with my professors encouraged my decision to attend Graduate School.

Following graduation in May of 2009, I hope to secure a job as an editor. My goal at this time is Bedford St. Martin's Press.