Entry the Ninth or: “stop talking to the people in the fishbowl…do NOT feed them!”

This week’s reading assignment was focused on scenarios that don’t apply to me as a teacher (at least not yet). So I found it harder than usual to pull from them, but I found some interesting bits of advice.

• The first thing that struck me is on pages 257-258 in McKeachie’s Teaching Tips and it focuses on methods of getting students involved that haven’t been covered thus far. The method that I really like and have been wanting to do in the classes I teach is debating. My students were actually the ones who came up with the idea in class but unfortunately there isn’t a lot of leeway for adding an assignment like a debate to the class schedule. I think debates are great ways for students to learn about persuasion, arguments, and how to maintain their demeanor while under verbal attack. It is a tool that I wish I had time for in class.

• This section also talks about the “fish bowl” which is when a few students are selected to be “in the fishbowl” which means participating in a discussion, while the other students observe the discussion and take notes. I like this idea, but I fear my classes (at least one of them) wouldn’t take the activity seriously enough, or they would just talk to each other instead of observing the people in the fish bowl. They aren’t bad students they just get off track easily, which means that I have to impose more structure to make up for the time spent talking with one another. I love my students, but there are a few things that I can’t bring into the classroom because I know they won’t work. Sad.

• The second chunk of reading that I really liked comes from First Day to Final Grade, which was all about feedback this week. The section on how students should contact teachers was of some interest to me. I liked that it suggested that teachers make a variety of venues available for feedback. I think this is mainly to make students comfortable, because many students may be nervous to give feedback. It is important to let students know that feedback is welcome and encouraged.

• I actually got a lot of little tips from this section that I’m going to put into use next semester. I like the idea of the drop box where students can write down their feedback and retain their anonymity. I also like the idea of e-mail as a venue but would first need to set up a dedicated feedback account so that it doesn’t clog up my regular inbox.

• The third thing that I found vital in this week’s reading also comes from First Day to Final Grade. Pages 172-173 focus on reading your teaching evaluations and the book offers some tips on how to “keep negative evaluations in perspective.” I liked quite a few of these and I will probably need to refer back to these pages when I get my evaluations back. The thing about evaluations that really scares me more than anything else is the idea that students might have been miserable sitting in my class but never opted to say something. I hate the idea of students disliking the course, but at the same time I understand that some probably do.

• I always have to remind myself not to take things personally, but teacher evaluations are kind of a personal thing…so yeah, sick burn on me. The tip that I really like from this section of the book states “reread the positive ones and remember that not every student is going to like your course or teaching style.” This helps to put things into perspective. I also have to think about teachers that I didn’t care for but other students adored. It all comes down to what works for people and what doesn’t. I just hope that my course worked for most of the people who took it.

link it up!
Sci-Fi meets Fantasy

Entry the Eighth or: Please Don't Bring Your Battle Axe to Metal Class

I swear the hardest part of writing these blog entries is introducing them in a way that doesn't just recap known information like "this was the assignment...," "this is what the assignment said...,"or "blah blah blah..." So I'm not going to do that.

I. Activities!

• The first activity that came to mind when reading the Teaching Tips assignment this week involves low-stakes writing. I am designing a course that focuses on extreme music and it will contain a lot of terminology that is new to many students. What I would like to do for a class activity is to assign weekly journal entries (in blog form) about the music we are discussing in class. I would make a few songs available to the students and they will then have to listen to them and then analyze them in a blogpost. The goal of this activity is to get students used to writing about music. It is often difficult to write about the things going on in a song and it’s important that students are able to be able to describe stylistic indicators as well as for their own opinions about the music. Being critical of music is a learned skill, and this activity will prepare them for the term papers they will be writing for the course.

• Another activity that I would like to do in this course is tied to the idea of high-stakes writing (page 196) and peer learning (page 214). The activity will be an in-class peer review day which will fall a week before the first term paper is due. The term paper is designed to showcase how much the students have learned as well as test their ability to write well based on the criteria listed in the syllabus (grammar, scope, mechanics, etc…). The term paper will be worth 30% of their overall grade so I think having a peer review day will help boost grades, answer questions, and ease nerves. The structure of the peer review will consist of students bringing two copies of their paper to class for two other students to review. Each student will then spend 15 minutes per paper reading and writing down comments. Then I will have students get into groups and discuss what they saw in each others papers. The goal is to get students thinking about their writing and also to give them the opportunity to see some examples of the writing of their peers.

• The third activity functions almost as a bunch of mini case studies, which is the focus of pages 222-225 in Teaching Tips. What I would like to do is have students bring in approved (by me) examples of extreme music for students to listen to in class. There will be a sign-up sheet passed around at the beginning of the term so that students can pick when they want to bring in music and what style is being taught in class at that time. The class will listen to the selected music and then discuss what style(s) they think it reflects and why. The goal of this activity is to get students thinking about extreme music outside of the classroom and to have an opportunity to share new music with their peers.

II. "Best" Practices

• I have learned more about teaching from the observations than I ever thought I would. The great thing about the observation process is that it offers very constructive feedback in a very palatable way. The “best practices” I’ve taken from the teaching demos are all things that I struggle with but want to improve upon in my teaching. First is organization, because I am terrible about staying organized but have seen from the demos that it can really help teaching and learning. I also think enthusiasm is an important aspect to teaching and helps students get involved. The other concept that I really think works is summarizing. I always forget to summarize for my students and have learned from the demos that it really helps round out a lesson and helps students retain information. Other than those I think that well constructed visual aids and activities, clear directions, and knowing the information are all key to success in a classroom setting.

Here's a little something to get you through the cruddy weather:

Entry the Seventh or: Learner Centered Teaching? Really?

See Title.


I.
The reading for this week was interesting because it offered three distinct looks at student centered learning.

In Teaching Tips the first chapter I read talked about motivational theories and how students can become motivated or unmotivated by a lot more things than you think. I liked this chapter quite a bit because I feel that it can be applied to the classroom easier than the other methods talked about in this week’s reading. It focuses on what drives a student to do well on an assignment and then how to use that to your advantage when teaching. This chapter is a great jumping off point for a teacher who wants to design a course that encompasses motivational techniques and gets students to do their best on their own terms.

The next chapter in Teaching Tips is all about teaching culturally diverse students. This was a really interesting chapter because it outlined some common miscommunications between teachers and international/diverse students. Some of the things it talked about in detail were eye contact, nonparticipation, and reluctant speakers. The chapter also went into detail about the differences in motivation and stress for culturally diverse students. I thought this was the best part of this chapter because it offered an explanation to a big question. I only have one international student between my two classes, but after reading this chapter I can already see many of the things that McKeachie is talking about. This chapter will be one that I reference later-on in my teaching career, I’m sure.

The excerpt from Learning Centered Teaching is actually quite different from the material in Teaching Tips. It is much more about LCT as a method rather than McKeachie’s chapters which offer a more narrow look into teaching. The main point in the LCT section, at least what I took it to be, is that power should be shared and students should feel like they are in control of the learning process. The excerpt talks about how to involve students in many classroom decisions such as grading, assignments, classroom policies, and course content. This article was a little harder for me to swallow than the others because it was more about why a teacher would adopt this specific method rather than the “tips” offered by McKeachie.

II.
Despite the bad taste left from the LCT excerpt, I would actually like to employ some of these techniques in my teaching. I feel that the motivation theories are a great place for me to start. I really like the section on Mastery on page 144 in Teaching Tips. For me a class that focuses on mastery would be a dream to teach. I’m a very laid back person and I feel that it has worked to my advantage as a teacher, and if I could I would teach Comm 110 as a mastery course and do away with the performance aspect of it. I know that I most likely won’t get to teach a class that is solely focused on mastery so I’ll have to settle for adding mastery techniques, such as peer reviews, into my teaching.

I would also like to become more culturally aware as a teacher. This doesn’t mean that I’m culturally oblivious, but when it comes to learning styles I really only understand them based on a western view of learning. The chapter in Teaching Tips was really helpful in showing me that there are a ton or reasons for why a culturally diverse student may be performing at a certain level or why they behave the way they do in class. I just want to have more knowledge about this aspect of teaching.

III.
There are many more aspects of LCT that I would not be able to incorporate into my teaching. There are a couple of reasons why LCT freaks me out; (1) I’m terrible at relinquishing control, and (2) I have a slight distrust in student’s ability to perform well on their own. The control thing is a personal issue. I’ve never been comfortable with the idea of not having control over a situation, so it would be very difficult for me to give more control to my students, who can barely remember their own names some days.

The other part of this is trust. I don’t know if I trust students to not take advantage of me. I know that there are many students for whom this type of learning is great, but as a teacher I have my concerns about all of the students who might try to abuse the privilege. I think it will take a lot of convincing as well as trial and error before I adopt a LCT teaching style.

Entry the Fifth or: How I've been Punching Germs in the Face

Another week down. Luckily my students saw fit to bring all of their germs into the classroom and infect their fearless teacher (who coincidentally no holds them in contempt) and ruin his week. I shall not falter, justice will be served…presumably on the first exam.

Right off the bat this week’s reading hit me with some really valuable tips. On pages 74-75 of McKeachie’s Teaching Tips a list of assertions is provided that really had me thinking. Every assertion didn’t strike me, but there were a few that I think hold a lot of value. The first one that struck me says student’s learn as much from tests as the do from me (professor Mattix) and often times they learn more from said tests. I was a bit shocked by this at first because I would like to believe that all of my student’s sit in class like dogs begging for another tasty scrap of knowledge, but I know that this is not the case (or even close to it).
I suppose it makes sense then, that my students would learn more from the tests, because the reality of the classroom situation is, student’s take tests more seriously. I know when I was an undergraduate student I certainly valued the tests more than the day-to-day goings-on of my classes, and I think it has something to do with the impact tests have on grades. I never cared what was happening in most of my classes unless we had a test coming up and I think the same probably holds true for my students.
I think the best way to make this work to my advantage is to make sure that the tests they take are designed for maximum retention. This will mean that they are carefully formed to cover all of the most important parts of text book material as well as in-class activities. I feel that a test can be a way for students to get something out of a class that they may not want to take (like Comm 110).


Secondarily, I thought the information on pages 77-78 was a bit on the bogus side. It is an argument for group testing as an alternative to the apparently oppressive nature of traditional test taking. I’m probably blowing this out of proportion, but I really disagree with group tests. I feel that in order for a student to effectively showcase knowledge it needs to be a solo process. Now don’t get me wrong, I think that groups can provide some of the most valuable learning experiences for students, but I don’t think that because students work in groups they should also be tested as a group.
My reasoning behind this is pretty simple, I think. When students are tested as a group it’s too hard to tell if everyone actually knew the information or if one person is carrying the group. I know that some people believe that even if one person is providing the brunt of the information, at least the other students will know it after the test, but that’s not really the purpose of a test, is it? No. Tests are a tool for measuring knowledge, and I don’t think that can be effectively done within a group, at least not in my classroom.

The third item I found useful is on pages 106-107 of Teaching Tips and is about dealing with student aggression after the first test. I had never thought about how students will react to their grades on the first test or how they may be frustrated by it. This section was helpful because it gave me some methods for reducing frustration and aggression.
The first suggestion given in the text is to tell students how and why you test them on the concepts covered in class in order to reduce their level of frustration. This is pretty obvious, but I think it will be effective. If students understand why something is the way it is they are less likely to argue about it and more apt to adapt so that they can conquer it. The book also says that telling students how the information will be helpful to their long-range goals can be helpful, but I know that when I was an undergrad I usually blew people off when they said something would help me later.
The next thing the book talks about is giving clear instructions. I feel that this is the best way to reduce frustration and anxiety for test takers. The clearer the instructions the easier it is to concentrate on the information and not arbitrary things like “did I fill in the bubbles correctly?” I always tests will nebulous instructions so I assume everyone else does too.
I’m glad that we are required to use multiple choice and true/false questions on the exams we write for Comm 110, because it seems like students automatically feel more at ease when they know a test is formatted this way.

LINKS!
Dumm Comics
Writing Multiple Choice Tests

Entry the Fourth or: What I would do for a Klondike Bar

• The first issue in this week’s reading that I found valuable was the section on Grading Exams on page 143 of First Day to Final Grade. This section is pretty basic, and essentially just lists out some tips on how to make grading an exam easier for the professor. The reason I find this so valuable is because (a) I will be giving an exam in the course I teach very soon, and (b) because I tend to start doing things (such as grading) without any method and then later come to find that there was a much easier system available. I especially liked the advice on writing on students exams which I feel also applies to the way I grade speeches. The text says that if you find yourself writing more than the student did then you should stop and write “come see me” at the top of the paper. This doesn’t apply exactly to the course that I teach because all of our tests are multiple choice and true/false, but I think it applies to speeches because I found myself writing A LOT of comments on each students grade sheet, which made the grading process take even longer than it needed to. I think I need to stop worrying so much about writing the same amount of information on each grade sheet and focus more on writing good comments and keeping track of students who may need some extra advice. Again, public speaking is one of those courses where you have to mold this advice to fit the assignments and I plan when grading try this when grading the next speech and the first exam.

• The next concept that I find important is page 125 of McKeachie’s Teaching Tips. This page is an isolated table that illustrates what students’ teachers, and employers want from grades. It talks in detail about how each group views grades and what grades say about an individual from each perspective. According to this section student’s view grades as a means for gauging whether or not they feel comfortable with a certain field of study and if they feel they can succeed in that field. This is interesting to me because the majority of my students are freshman and are likely to change the major before the end of the second semester, as many do. I never gave much thought to how my students internalized or rationalized their grades, but it makes sense, especially with younger students, that they would use them this way. The text states that professors generally use grades as a means for determining what we think a students skills are and what type of person they are based on their performance in class. I mostly agree with because I know that I do this when I look at students grades, but I also think that we as professors often base some of our opinion of students on our own personal bias, and grades can either reinforce or negate those biases. On some level grading is subjective, we know we should be as objective as possible, but we are human and we run on emotion more times than not, which means we may really want a student to get grades that they just don’t deserve. This concept has got me thinking about the way I grade and whether or not I’ve let personal bias and emotions sway a grade one way or the other. I try to be objective, but that doesn’t mean I can’t fall prey to basic human emotion. This concept is present in all fields, and it is important that we as teachers are constantly aware of it. It’s made me a little paranoid.

• The third concept I find useful from this week’s reading is Handling Cheating. This section is on pages 119 through 121 in McKeachie’s Teaching Tips, and outlines some ways for dealing with cheating that help professors handle cheating in a way that is beneficial to both the student and the teacher. One of the points made in this section is that when handling cheating of any kind it is important to follow the college’s procedures; find out the legal precedents and how they can affect what you do. This section scared me a little because I haven’t had a problem with cheating (that I know of) thus far and haven’t really thought about what I will do if it occurs. I come from an undergraduate institution that is very small and thus tends to be a little more lenient when it comes to cheaters. I’ve never had to think about the legal precedents of a college before and it is a bit daunting. What I took away from this section was the importance of (a) finding out the college’s policies regarding cheating and, (b) making sure that if I see a student cheating that I do something about it. The section talks about young teachers who are afraid to call out students for cheating because they don’t want to make a scene or they themselves may have cheated in the past. I feel that I can be objective when it comes to cheating, but I guess I’ll only know for sure when the time for action presents itself.

Here are some links:
How to Cheat (funny)
NDSU Cheating Policy

Entry the Third or: How I Learned to Stop Worrying and Love the Class

Although I don’t really care for the stylistic qualities of the writing in McKeachie, I did learn a lot of things that I feel will come in handy. I feel as though my classes are getting better, but there are days when I swear they are all devolving.

I. I found the following ideas useful:

• First, getting students to do the reading assignment. This is something I have been fighting in my classes. It is much harder to teach the material if everyone in the class is hearing it for the first time. I like a couple of the methods listed in the week’s reading; the one-minute-paper and having a quiz on the material. I think these methods are a good way to ensure that students, at the very least, do some of the reading. McKeachie makes an interesting point when he writes “to many, ‘read’ is simply to pass one’s eyes over tge words as one does in reading a story.” I think this is very true. Many students don’t read for comprehension, they do it as if it were a chore and once it’s over they can resume living, which leads me to the second idea that I found useful; Learning More from Reading
  
• Learning more from reading is something that we all hope our students are striving to do, but often times that is not the case. I have found that a very small percentage of my classes actually seem to have read and comprehended the text book material and an even smaller percentage can apply it to the questions I pose in class. McKeachie gave some great tips for dealing with this; specific instructions, taking marginal notes, underlining and high-lighting, etc… These are all methods that many of us graduate students use every time we read anything and we had to start sometime. I think it’s time my student’s learned how to read.

II. Here is how I can implement these things into my teaching:

• First off, I feel like I’ve been too easy on my students thus far. I am getting tired of have to break down every little concept because no one bothered to read. It is high time they learned that the text book is meant for something other than propping up wobbly chairs, and I think the best way to do that is to start having a quiz each week until they can show me that we don’t need them. It sounds harsh, but I really think it will work. I feel like they are skating through my course and that just is not okay. I really would like to come to class one day and have everyone actively participating in a discussion about the material and not just a summary of the material.
  
• Second, if I want my students to do well on their quizzes and be able to participate in discussion they should know how to read correctly. I don’t think it would be a bad idea to take a half day of class to go over how they should be approaching their text book assignments. My hope is that if I can show them how to read correctly it make our class more enjoyable and help them later on when they have to read for other classes. I don’t expect everyone to get the hang of it right away, but if I can get them thinking about the material instead of passively glancing at it then the rest will fall into place.

III. Other things that I believe my teaching would benefit from:

• I feel that it is important for me to be aware of, and understand the cause of, barriers to discussion. After this week’s reading I noticed that I was acting as an occasional barrier to discussion because I would answer questions before the students had a chance to really form an answer. This sort of broke my heart because I love in-class-discussions and always learned a lot from them. The fact that I wasn’t facilitating a good environment for discussion made me want to change, and change I shall.

• Student-led discussions are something that I have been afraid to try in my class. This is because it’s hard for me to relinquish control of the information. It’s not that I don’t think my students are capable, quite the opposite, it’s just hard to let go. I really would like to have my students teach certain information and am going to try to let go enough to make it happen. I feel that allowing them to teach one another will increase their comprehension of the material as a whole.
  

*Sorry about the formatting. Blogger (more like booger) kept messing everything up when it tried to transfer the text from compose to preview.

Entry the Second

Another week and still no pay. I’m beginning to think that this has all been a ruse and we were never going to be paid in the first place. No matter, I’ve begun to enjoy my time with my students enough to where getting paid is of little consequence. The readings for this week focused heavily on many of the concerns I had with running a classroom such as setting learning goals, facilitating student notes, and running an effective discussion.

I. I found the following ideas to be useful:

• First, setting learning goals for both me and my students. The text suggests that teachers try to focus on meeting one or two major goals for each session and sharing those goals with their students. I knew about learning goals prior to reading this chapter but I assumed they were a tool meant to help teachers. After reading this section I understand that it is as, if not more, important to let students know what the learning goals are so they are better able to gauge their success for that day and ask better questions. I will definitely be trying this out in my classroom.

• Second, facilitating student notes. This is something that had been worrying me since day one. I really want my students to be able to take good note, but was unsure how to make that happen. This section showed me that it comes down to how I structure the information during my lecture. I am really terrible at using the board as a tool for learning, but I know that many students won’t write anything down unless I have put it up on the board. All in all this section made me want to get better at structuring the information I give in class so my students can benefit from it, and have it come test time.

II. Here is how I can implement these ideas into my own teaching:

• First, I need to plan learning goals ahead of time. I have always been terrible at planning ahead and apparently my solution to this flaw is to accept a teaching position at a university. I realize now that being prepared is essential for a good session in the classroom and having a set of goals for the day is the best way to prepare. Setting the goals isn’t really my problem, sharing those goals with my students is. This week I’m going start off each session by telling my students what the learning goal for that day is and hopefully by the end of the week things will be noticeably different.

• Second, I will try my best to provide structured information when I lecture. This is the one thing that makes my truly nervous when teaching. It sounds silly, but I don’t live my life with a lot of structure so structuring anything is foreign to me. I’m trying to change I swear! What I plan on doing is using the board more when lecturing and using techniques such as numbering points and reviewing main points. I also plan on getting some feedback from my students, because no one knows what works for them better than they do.

III. Other things I would like to incorporate in my teaching:

• Organizing students to facilitate better discussions. I know that this may end up being impossible given the size of my classroom and the type of seating available, but I would really like all of my students to see each others faces. I feel this is vital to a well balanced and productive discussion and will help students become more comfortable in class. I’m thinking, based on the reading, that a half circle will work best for the type of class I teach.

• Asking the first question in a discussion. I hate the eerie silence that comes from asking a discussion question to my class, but this week’s reading suggested that I revel in the silence and wait for a student to fire the first shot. Asking good questions is crucial when starting a discussion, and can set the tone for the rest of the session. The reading outlined some ways of phrasing questions to get the best possible response and I plan on using these methods in my class.

Here are some things I found useful (on the internet, of course)

Quiet Students
100 Best Youtube Videos for Teachers