Saturday, November 21, 2009

Ike & Tina's Work Ethic...

ain't got nothin' on me right now... cranking it out these last few weeks. I have officially one month until I go under the knife, then I plan to be blogging quite frequently again. Look out!


Thirteenth Teaching Reflection

So, I think this is my last teaching reflection. Even though my in-class experience has been nonexistent this semester (because of my position as ABCD), I have learned a lot by contemplating many pedagogical issues in class and with Brett. I feel as if I've been able to consider various teaching aspects within this blog as well. Thinking about (and over-thinking) these notions is definitely my forte... it's the application and consequential changes that I may not always be the best at.

In thinking about this, I thought it would be a good time to construct a list of ideas that I can apply in my future teaching endeavors whether they be at BGSU or another institution. I think that this type of applied introspection is just what I should be doing at this point in my teaching career considering that I'll soon be resituating myself as an associate professor (I know, not THAT soon, but I digress.)

Here is my list of potential changes/things to apply in my classroom and beyond:

1. Be more objective and open-minded. Yes, I admit, even though I think I'm relatively open to others' perspectives already, I think that this is an idea that can continue to be important. When students and instructors interact, we must be empathetic towards each others ideologies and unique backgrounds. Time and time again, my specific interpersonal tradition has been proven to be quite different than many of my peers' experiences with mass comm and/or media studies. I think that this understanding would mesh well in my classroom because I now realize that it adds a personal touch that my colleagues may not be able to offer as poignantly as myself. I must continue to be wary and tolerant of the differences within a given department/class structure.

2. Consider the big picture. I should also look beyond my roots here in the MidWest, thinking more globally, inter-culturally, and about international issues. My research interests are generally rooted in a Westernized outlook, so I think that if I begin to pick up other information that is considerate of discourses abroad, I can introduce those types of examples in my classroom. I will also be mindful of historical, socioeconomical, gender differences, etc when drawing on information to present specific concepts.

3. Make connections. I need to do this with students, faculty, members of my cohort, staff, family, friends, etc. Even though I feel as if my network is growing exponentially, I know that it is amazing to see how these connections can influence my teaching. I continue to see that my relationships coalesce into one amazing learning experience. The results are sublime: I teach while also being taught, my students learn while also providing me with added knowledge.

4. Be more available and flexible with my time. This is pretty self-explanatory. It's hard to set aside time for office hrs, meetings, emails, colloquiums, speaking engagements, and other correspondence when trying to finish up coursework, but it's quite evident that I have to use whatever methods are available to me to stick with a schedule and adhere to a routine. I am a lot more productive as a teacher when I know that I'm not running around like a crazy person doing things at the last minute. On the other side of this coin, I know that there are situations when my time is needed and I may not have planned it. This balance between flexibility and stringent time guidelines is difficult to master, but I must press forward. Such is life.

5. Ask questions. I mean duh! I'm glad to know now that I'm past the place where I think my questions may come off as ignorant, so whenever I have the opportunity to clarify something (even if it's to add something to a discussion) I do so by asking questions. I really believe that there's no such thing as a stupid question... especially in a higher-education environment. By continuing to ask questions as a student and as a teacher, my classroom realizes that they are expected to do the same. The best part about setting this expectation is that everyone involves knows that the elements of intimidation and/or embarrassment are no longer present.

6. Consider new technologies. Because we addressed this several times in class, I'm painfully aware of the fact that I too need to continue to think about introducing newer software or other teaching tools into my classroom. Things have definitely changed a lot since I first set foot on a college campus back in 1999, but I feel as if I'm modern enough to continue to immerse myself in the idea that online classes and the subsequent technology utilized in them is a part of the world of teaching.

7. Attend conferences. When I have the time and money (which is rare) I want to be able to set aside some time to receive extra pedagogical training whenever possible. If I am able to sit in on panels at NCA, attend speaking events on campus, etc., I think that it's always necessary to glean information about teaching where/whenever possible.

8. Worry more about the conceptual stuff and less about the administrative stuff. Again, this has to do with flexibility, but I know that I should be focusing on content rather than the business aspect of teaching. It is difficult to juggle the conceptual and administrative, but I know that grading, attendance, etc comes AFTER learning and application of material.

9. Integrate service-learning. As we've developed this aspect of the basic speech course, I've found that it is a new trend that translates well as far as interdisciplinary application. Even though I will be teaching a multitude of courses beyond public speaking, I find that projects that integrate and highlight the importance of group projects as well as giving back to the community are wonderful. As far as pursuing the "greater good," service-learning projects also support democratic processes and civil discourse.

10. Focus on obesity research and developing a corresponding cuuriculum. Of course, this is one of my main concerns. I'm excited to see this slowly seeping into our discipline and into my classroom. The more I become comfortable with myself and expressing my perspective, the more I find that this area is imperative to our understanding of diversity on and off te college campus. My fear of presenting information relevant to weight discourse is slowly fading away, and I can see that, along with the novelty of the topic, it will become a mainstay as a course that will be offered in the future from a human rights approach.

Ok, this is where I sign off. Again, I've learned a lot this semester and I can attribute THE VAST MAJORITY of my gained understanding to these teaching reflections. Ciao for now!

Friday, November 20, 2009

Timing is Off

Wow I can't believe how hard it is realizing that I was just home enjoying her company and being surrounded by family, but now I'm back in Ohio upset that I can't get back to see her. News like this never comes at a good time, but it is especially difficult to be thinking about Gram when I have so much end-of-semester writing to do. It would be wonderful if she is still here through the New Year and after my surgery.

That's a message to you God. Could you make a note of it please?

Monday, November 16, 2009

Defenseless=delicious

No, I did not get a deer this year... but I took a photo with one that was mysteriously taken from Gram's farm. I think this will be well-suited to our animal rights discussions in Peace & Conflict because of the issue of sustainability. It will probably be one more sensitive ideology to address that will challenge my sexuality and social status. Meh. What else is new?!






BTW, venison is one of the leanest proteins and more economical than beef. Me likey!

Sunday, November 15, 2009

In a Box In a Field In a Mitten

That's where I was all day. No success though. Here's the obligatory self-photo:




Ok. Very tired. Need to go hang w/ Poop.

Twelfth Teaching Reflection

Phew, it sure has been an exhausting day in the great Northern tundra! Anyway, on to the teaching reflection.............

Soon enough Brett and I (mostly me) will be writing the final exam for IPC 102. Of course I'm not extremely excited about this, but I think that we have a great way of collaborating with the TAs. Building on the approach taken last year (that didn't work very well) and with our experience with writing the midterm, I think that we will be able to construct an assessment that will prevent grade inflation, allow everyone to feel as if they have contributed, and also provide for an originality/challenge that the students will benefit from.

So I thought that I should consider these types of tests more thoroughly. A popular question in a class of this nature where public speaking is supposed to be the focus is: "Why do we take tests?" As I have gained experience as a teacher, I have come to realize the importance of appropriate assessment as both a guide to instructional planning and a tool to improve instruction along the way. When planned properly, educational challenges begin with assessments, and then instruction is plotted to achieve the desired goals that are to be assessed; thus, students are constantly being prepared to succeed on the assessments, which are designed to reflect the knowledge and skills that are the basis of the concepts conveyed. Furthermore, when administered correctly, tests, exams and the like can provide teachers not only with a barometer of student success, but also of their own execution in teaching the desired material. When students fail to demonstrate mastery of certain skills or concepts, a teacher can then alter her/his instruction to better serve those deficiencies, ensuring a more complete education for the students.

Taking all of this into consideration, it is A MAJOR CHALLENGE (virtually impossible really) to write a test that will be administered to 28 sections of the same class and have it received properly by TAs and students alike. Some think it's too hard or too easy, yet it's important for teachers to refrain from “teaching to the test” in terms of creating assessments that reflect the target concepts and skills of a chapter. Our intent is to meet the course objectives while also challenging everyone involved to be more aware of the practical, applicable aspects of effective communication tactics as well as basic public speaking skills.

I think that writing a useful assessment like a test, quiz, or exam can be comparable to an art form if we contemplate the intricacies of the thought involved. Anyway, time to go find KWKE. He's the only one that can offer any intelligent conversation up in this piece. Clinkies drinkies!

Sunday, November 8, 2009

Dylan, Bourdain, & a Dead Battery

Yeah, that's about the size of it for this weekend... but good times were had by all (just me and Rach-face.) It was nice getting together, blowing the "show money" without a ton of pyschos around. As usual, we dove into some good food and lots of frivolous entertainment. As long as we made it back to BG alive and got her back on the morning train out of Toledo, nothing else mattered (and we got to learn a lot about car batteries and alternators while traversing Detroit and Ann Arbor late at night.)


Wednesday, November 4, 2009

Eleventh Teaching Reflection

Recently in class Cory presented about using humor pedagogically, and it spurred a lot of thinking on my part because I've done quite a bit of research relevant to the topic of humor use for my master's thesis. That said, I thought this would be a good outlet to revisit the notion on my own. I find that the idea of humor is extremely nuanced and deserves further consideration when consciously using it to teach.

Understandbly, humor is a valuable teaching tool for establishing a classroom climate conducive to learning. I think that a good teacher will consider all of our opportunities for incorporating humor in the college classroom, reviewing the impact of humor on learning outcomes, and being savvy of the appropriate use of humor. Of particular interest is humor in classes which students may avoid due to a lack of self-confidence, perceived difficulty of the material or a previous negative experience in a content area. Appropriate and timely humor in the college classroom can foster mutual openness and respect and contribute to overall teaching effectiveness.


I also think that humor use can establish rapport right from the beginning. Teachers must be creative because of the critical role we play in creating an environment conducive to optimal student learning, therefore if we can interject some sort of laughter into the first few weeks, then our students know that they are able to approach us while also knowing that we take a realistic approach to learning. I really enjoy telling funny stories about myself on the first day of class right on through the end of the semester. Many times I can see my students gain a fresh sense of energy and perk up when I start making them laugh. This playfulness is always welcome and it successfully communicates my implicit classroom rules.

Humor may also be used to communicate issues related to classroom management. I usually talk about my "top ten pet peeves" to correct behavior in a humorous way, without embarrassing any class members. When I do this it's really funny but it also conveys to my classroom what they shouldn't do BEFORE they do it... we all have a laugh and then we're reminded of what I expect of them.

Overall humor serves my classroom objectives well because it is useful in facilitating attention, bolstering motivation, improving comprehension, and most valuably, augmenting conceptual retention. I could go on and on about this, but I can't right now because I'm really tired. Maybe I'll revisit this topic later =)

Sunday, November 1, 2009

Another Successful All Hallow's Eve

As evidenced by the photos and Katje's willful participation in her birthday
(the rest can be found in my FB album Halloween 09, I'm just too tired to add them all here):



Friday, October 30, 2009

Tenth Teaching Reflection

So in class this week we were discussing student motivation and I began to contemplate what that truly entails. How do teachers do it? What do you say? How do you approach it without becoming a tyrant or a task-master that they don't want to cooperate with?

I have found that the key to forming positive relationships with my students and focusing on motivating them is to let them know that I have their best interests in mind. In hindsight, several of my attempts to inspire a student in the right direction could have been construed as mean-spirited or forceful if s/he did not trust that I wanted what was best for them. One way in which I have tried to establish that same kind of trusting relationship with all of my students is to routinely ask them for feedback on how I can better meet their needs. By soliciting their opinions, I can show them that I value their opinions and want to do my best to serve them, and also improve upon my own instruction.

Of course, when asking students for feedback, it is important to also acknowledge their concerns and incorporate some of their suggestions. THIS is what motivation is all about! After asking my students to critique my instruction early in the semester and by asking them to offer some suggestions about what is the best option for them as far as studying for tests, etc I learned that they valued some of my methods more so than others. I took this into consideration and made sure to try and add more of them to my lessons as a way to enhance their learning, and more importantly to show them how I valued their feedback. As a result, I have noticed that my students feel comfortable coming to me with concerns about our class, and I value the open relationship that we have.

Motivation also occurs when I remember that students are people, and that so am I. I make mistakes, but know that I can motivate them and myself by relaxing, "keeping it real", and by doing creating a comfortable environment in which we can all learn. As I have become more secure in my role as a teacher, I have found that, by using appropriate down-time to engage in casual, friendly conversation with my students, I can successfully navigate the line between friend and authority figure. This is a line that I originally thought would be difficult to balance (and I expect that it may change from class to class and year to year), but recent peer observations suggest that I have been able to create a friendly atmosphere that students can both enjoy and benefit from.

AT THE END OF THE DAY (I thought I could drop in this hated, cliche phrase just for grins), when thinking about my classroom, my students, and life in general, I like to think about this Lee J. Colan quote:

"Meaning precedes motivation."

Saturday, October 24, 2009

Halloweenie is Muy Bueno!

Ok, getting really excited... everything is falling into place as far as the "activities" I have planned. Katje's birthday will be a success as long as she sheds the flu-like symptoms she's been having by next week.

Here's her birthday pumpkin that I just finished

in case she tries to infect me with H1N1


and the Eliza Doolittle ascot costume that I finished sewing last weekend
I'm especially proud of the hat... made it from scratch!
(hopefully it will remain a surprise before I go home)



SO PUMPED!

Friday, October 23, 2009

Ninth Teaching Reflection

Teachers care. That's why we teach. We care about our students. We care about the future. We care about our communities, our country, and our world. Caring is a prerequisite for teaching that does not appear on anyone's CV and cannot be taught (even in Pedagogy class.)

Compassion is a virtue diminishing in many circles these days. More and more I hear people say: "Why should I care? It doesn't effect me," or "It's not my responsibility," and "That's their problem, not mine." True statements all, but so sad to hear, especially from students. Where do they get that attitude? Oh wait, kids take their cues from adults, right? Teachers are adults............. sometimes. So is this self-centered attitude a normative problem, or something even bigger? Obviously something bigger, much bigger, and it's like a cancer eating away at the very core of our culture. It's taking away from us the things we love, and the the things we love about being people.

So what do I do about this? I try to draw the line between the words that some call it apathy and some call it empathy... but this is my response to the plague of "uncaring." I remember a student in my classroom saying that a project "sucked" (e.g. a very popular adjective among the high school and undergraduate crowd.) That sent me over the edge... and of course (even though I should have toned it down a bit) I went off on a diatribe explaining how easy it is to criticize, especially when the criticizer does nothing to contribute to the culture and community they live in. They are the takers, the destroyers, and their behavior, the exact reification of the "suckiness."

The lines are clearly drawn these days between the givers and the takers. So many apathetic individuals allow for their uncaring to override their learning. They revel in their own self-pity, and will gladly insult you for your arrogance in working to better yourself, your community, and your world. The same world they inhabit, waiting impatiently for the next disappointment, the next let down, the next giver to fall down into the depths of their own personal hell. This cancer is real, and spreading.

Who will fight the innate ickiness of not giving a crap? Teachers.

Some will say that these are the people who are the real super-heros of our age. We are the role models. We are the champions of right. We are the ones who are dug deep in the trenches of the battlefield, fighting daily the attitudes of the wicked status-quo following masses. Not all teachers see themselves this way. That is a problem. If teachers are not fighting the "Battle of Who Could Care Less" then they are contributing to the problem.

In thinking of hopeful opportunities for our students, we can find solace in knowing that our instruction will allow for the greater good to prevail. It's up to the teachers to be positive optimists focused on life's loves and the conveyance of the importance of effective communication. Teachers need to support the efforts of their students to go out and contribute to the success of their community. Teachers need to discourage the apathy (promoting empathy), to snuff out the discontent, and to motivate those entrusted to their realm of influence to become better then they believe they can be. Impossible task? Somedays it feels that way. But if we teachers lose our compassion. If we lose that part of us that truly gives a damn, then what? If our schools are not safe-havens of hope for the future, then the cancer of pessimism and uncaring will truly take over.

So, the teachers must fight this ongoing "battle" in our classrooms on a daily because that is where the difference will be made for our students, our futures, our communities, our country, and our world.

Fine. LOL

Wednesday, October 21, 2009

"It looks ugly, but it tastes beautiful!"


Had some Coco Wheats for b-fast... with butter... and sugar... in a plastic fish-shaped dish. Holy God, I missed them. Just wondering if anyone ever remembers their mom or dad "fixing" them some before getting on the school bus? Or you possibly bought several boxes of them to get the free t-shirt in college? (I know one curly-headed fuck that did this.)

Thursday, October 15, 2009

Eighth Teaching Reflection

Sometimes we have to remind ourselves of this simple fact: teachers make a difference. A huge difference. But how can you tell if your time and energy count for anything? How do you record the results of those long, thankless hours invested in grading papers, designing curriculum, and sometimes "holding hands" with a few students that just don't seem to want to succeed? Many teachers ask this question daily, sometimes hourly: “Is it worth it?” Is the endeavor of teaching anyone worth my time and energy? Certainly the economical gains do not seem to meet the expenditures ;-)

Sometimes it doesn’t feel like choosing teaching is worth the long thankless hours, the endless number of hoops to jump through, and the systemic disrespect for the profession. That’s most clearly reflected in our contracts and stipends. But then, teaching is not about the pay schedule. Teaching is about making a difference and ultimately challenging the status quo in an impactful (however minute) way.

For these reasons, I INSIST on having fun when I'm in the classroom. I enjoy the environment, the activities, and most importantly, the relationships that I began to forge with my students, even as a guest lecturer. Once I received my first assignment the good feeling that I got from teaching grew exponentially. Even today I look at my students as more than just seat-fillers... more than just identification numbers or faceless names on a roll sheet. The students are people who I get to help become better human beings. I love the beginning of the school year because it is the starting point of a wonderful rollercoaster ride the ends even better it starts. I hate the end of the school year because that’s when I have to say goodbye. And regardless of the deppressive, painful emotions I sometimes feel when pondering the tense lifestyle of a higher education instructor, I can now say that I wouldn’t want any other career.

In this vein, I try to think about the most influential people in my life. After my parents and close family members, I can point to a few of the teachers I had growing up that impacted my education the most. Life began for me in the 6th grade when I picked up the trumpet and learned how to cooperate in band. Up until then I had felt like a lost, lonely, idiot with my parents going through a divorce. I wasn’t very good at sports, didn’t feel exactly socially or physically healthy, and hadn’t found my niche. But with the help of a teacher, I not only found my niche, I also began to grow emotionally and gain confidence... confidence that spread beyond the rehearsal room into the rest of my classes and other areas of my life. My favorite and most impactful teacher, Mr. Mark Vanhoose, instructed my musical education and encouraged my individual private lessons beyond the classroom. Soon enough I felt like a veritable phenom and proceeded on in my beginning years as an undergrad studying musical performance.

Even though that seems like ancient history, I can say now that without the influence of a teacher who chose not to dwell on the mental fatigue, the pointless in-service days, or the “great pay,” but instead rested on his belief that what he did actually meant something in the lives of his students, I would not be writing this now. I certainly would not have sought out a field that emphasized the shared experience and effective communication practices that were also supported by early teachings of musicianship. What a disappointment it would have been if I hadn't realized all of these things!

I know that this process, this common understanding of hindsight is what has been the most beneficial in realizing my potential as an educator. I will be able to make a difference (no matter how small) when I look back over my career and consider how many individuals I too have impacted. Ok. That took a lot of energy............

Time to watch some type of drivel!

Friday, October 9, 2009

P.S. The Tigers didn't win

Ok, you all know that I should still be crying right now considering the horrible upset that I've experienced with these last few games. IT IS OVER.

Yes, I'm sad, but at least I still had my faves to enjoy the disappointment with. And of course my old friend beer was also present. Here's the proof that we still had fun even though we were in Suckstown located right next to Loserville:



So now Inge and I will have knee surgery in the off season. This will prove to be an amazing improvement for everyone involved. Awesome. UNTIL NEXT SEASON!

Thursday, October 8, 2009

Seventh Teaching Reflection

As I now reflect back on my first university level teaching experience I begin to realize that its not what we teach that is important... it's what the students learn. What I mean is that as teachers we can plan the best lessons, the coolest examples, and the most innovative activities, but in the end, all our manufactured efforts may have no impact at all on our students. I’ve decided that the most important gift we can give, and as teachers, the most vital lesson we can teach, is to share our enthusiasm for learning and our passion for our subject matter without giving the impression of performers. Now, this may chill some of you right to the bone because you may be thinking, “wait a minute, I don’t have any passion for my subject matter. The best enthusiasm I can muster on a daily basis is to actually get to work on time.” Fair enough. But there is more to teaching then designing the world’s greatest lesson plan, or the most thorough and exact to-the-standards assessments.

Teaching is about sharing the joy of learning and the thrill of comprehension. I can't get over the moments when something special happens in my classroom and I see a concept sinking in. Questions become more succinct. Interest is piqued. Heads start to nod... there's even smiling a lot of times. It's awesome! The best part of this process is understanding that my students WILL apply various aspects of the material to their lived experiences. My hope is that they would be encouraged to continue on in the pursuits that make their life a more wonderful experience while augmenting their individual communication practices.

To me, teaching is not about the stuff of the classroom, it’s about the changes that individuals make as they discover who they are and realize what they are capable of accomplishing. In effect, its not about what I try to teach, but about what they learn from me whether I am trying to teach that or not. Over and over I have returning students tell me about what they learned from me in my class that had nothing to do with the curriculum, and that I had no intention of teaching. How do you control that? You can’t. Our students pick up right away on who we are and why we are there. They can spot a phony in a minute and when they do, they tune-out and often drop out. I remind myself of this constantly! I understand that almost everyone who is drawn to teaching does so out of a genuine desire and need to help others. This is a good thing.

Consequently, not all teachers come equipped with the dynamic personality, or the broader understanding of what it takes to really capture the interest of the students, and then hold them there for long periods of time while pouring knowledge into their brains. Looking around my Pedagogy class, I can see that many of the PhD candidates are/were naturals... they no more needed me to teach them how to teach (as ABCD for IPC 1020) then they needed their parents to teach them how to breathe... they just do it... and they do it with ease, grace, and precision. Others have a lot of progress to make though.

Anyway, I believe it is not the subject matter but the person (the teacher) in the classroom that lights up a student’s imagination. Being genuine with students is important. Being honest about who you are and what you care about shows students that they can trust you and that are worth listening to. Once they're hooked, you can present them with any subject matter and conplex theoretical concepts that you might find challenging or beneficial while also integrating snippets of your own life. This anecdotal style is what serves me well.

Storytelling is one of the most basic methods of teaching (and one of the most fun) that I adhere to. As we share our life’s experiences we cannot control exactly what the students learn from us because we have no control over what they take away from what we're saying. However, we can use our experiences to engage our students and control their focus. Once we have their attention, the most important thing we can share with our students is our passion for learning. Once they have that, everything else is easy. True, not all of my students share my enthusiasm for life and learning, not all of them even care to be at college, nor do several think they care about effective communication, yet if I can pique their interest at some point during the semester I usually can shed a glimmer of interest into their otherwise mundane lives (which could lead to their processing and/or ruminating on what I've just taught them.)

Here's a quote that I recall a faculty member sharing with a class I sat in during my Master's work:

"Remember, what you teach your students in your classrooms matters to your students and the world in ways both measurable and immeasurable. Go be the great teachers you are."

That's a good place to end for now... cheersies! Going for a G & T now!


Sunday, October 4, 2009

Vagina: It's Not a Clown Car


Oh look, Mrs. Jim Bob (how appropriate) Duggar has her 19th bun in the oven! I bet they'll give up on coming up with cutesy names that start with "J" (all the kids’ names start with "J," in fealty to their patriarch) and just call it "'J’ to the 19th power." That would be totally bril.

Even though this isn't the most recent development, I decided to weigh in on the topic after a few people on FB were kicking around the premise of the show (kudos MB!) The fact that this family is cranking out another baby is usually met by eye-rolling; but somehow in the wake of the virtual implode of the economy, it’s even more spectacle-inducing than usual. I couldn't resist making mention of it here.

First of all, the Duggars like to crow about how they’re not in any debt; but that’s only because their entire lives, including their ginormous family compound, is subsidized by basic cable.
If it weren’t for their new TLC show 18 Kids and Counting, the entire clan would be out on the highway wearing “Will Tell You Why You’re Hellbound For Food” signs. It's also beneficial that they have a book deal and they've been performing their own symphony orchestra for years (and of course for profit):





When I think of the resources this family sucks up (not to mention the literal mountains of diapers they produce), I can't help but think that this is their lifestyle more so because Michelle finds the need to indulge whatever mental illness compells her to turn herself into a baby-making robot and Jim Bob can reassure himself that his dick hasn’t stopped working. The only possible solution is to dip Jim Bob’s testicles in liquid nitrogen and then shatter them with a ball peen hammer.

Nevertheless, this "traditional" pro-life-purist lifestyle Quiverfull Movement...


IT MAKEY NO SENSE TA MOI! And if I were one of the boys (and had about an ounce of my own thought) I would ditch that dweeby side-part! I'm just curious if there's a bible verse that should be interpreted as "and though must clothe thyselves as mega-dorks with innocent simpleton haircuts." That would at least provide a bit of rationale. But seriously, this is the question I posted on FB in response to the discussion I mentioned earlier:

In a postmodern society that highly values meaningful relationships with our parents, I wonder how kids in such huge families feel about the closeness to theirs?

Disclaimer: Defendants of the Christian clown car vagina lifestyle who attempt to comment here will have their comments either: a) approved and soundly mocked, or b) unapproved and ignored, depending on my whim. Also, if you know me, you know I hold certain religious beliefs (sans ridiculous, unpractical birthing decisions.) Therefore, I thought I should throw out a couple of sarcastic ideas with the sole purpose of challenging the brain-washers that sometimes call themselves Christian.Throwing around a Psalm here and there (they cite Psalm 127:3 "Children are a heritage of the Lord" on their family website) doesn't necessarily establish nor justify their rights to procreate excessively.

And to leave you with yet another ideological conundrum, I will say this about the Duggard's lived experience: it's almost as ridiculous as the long-term breast-feeders:







WHOA!!

Saturday, October 3, 2009

Ailing Gato


My G-ma is sick. I hope the medicine helps her get better soon =(

Thursday, October 1, 2009

Sixth Teaching Reflection

I feel that reflection is something that an effective educator does instinctively for themselves. Take this blog for example and the fact the you are reading this blog post. We are going through the reflective process together without having to be taught in a course or by being observed. I see reflection as one of those things that should be "hard-wired" into an effective teacher. If you are not the type of individual who automatically spends time considering the how and why as well as the success or failure of your time with students in your classroom then perhaps teaching is not for you.

Reflection is also a highly individual process as unique as the teacher. Some teachers take notes, some record themselves teaching, others pass out surveys to their students (I’ve done all of these). Others simply pause from time to time, even while teaching, to ask themselves, “Is this working?” If you as a teacher don’t take time to reevaluate, your lesson, your day, your week, your quarter, or your year in the classroom, then you simply will not improve as a teacher.

The teacher is there to teach the students and reflection is necessary to this process, regardless if it is documented or not. If the students are attending class regularly, completing the assignments, and still not passing its probably not the students’ fault. Peer observation is another great way to learn how well you are doing. Try inviting a colleague to come in on a conference hour to observe you in action in your classroom. Then set aside some time to discuss your performance with them over lunch or some other casual meeting. This type of informal reflection can yield the greatest benefits of all as together you flush out what works and what needs to be improved upon in your efforts to educate your students.

I also feel like teachers must teach with confidence. We must not only be sure of our subject matter, but expert in relationships, management, and organization (at least in our classrooms). When we speak to our students we must do so authoritatively, while at the same time, maintaining a level of approachability that allows our pupils to view us as both wise and accessible. In addition, we must be consistent in our message not only adhering to our own classroom rules, but more importantly, embodying that which we teach. A confident teacher builds confident students who are prepared to go out into the world.

There are many excellent examples of confident teachers throughout history and I wanted to highlight one of my favorites:

Then they entered Capernaum. When the Sabbath arrived, Jesus lost no time in getting to the meeting place. He spent the day there teaching. They were surprised at his teaching—so forthright, so confident—not quibbling and quoting like the religion scholars.Suddenly, while still in the meeting place, he was interrupted by a man who was deeply disturbed and yelling out, "What business do you have here with us, Jesus? Nazarene! I know what you're up to! You're the Holy One of God, and you've come to destroy us!"Jesus shut him up: "Quiet! Get out of him!" The afflicting spirit threw the man into spasms, protesting loudly—and got out. Everyone there was incredulous, buzzing with curiosity. "What's going on here? A new teaching that does what it says? He shuts up defiling, demonic spirits and sends them packing!" News of this traveled fast and was soon all over Galilee.

As strange as it seems that I've included this passage from Mark 1:21-27, I wanted to remind myself that Jesus was a confident teacher because he knew what he taught to be true and presented it to his followers as truth. Jesus had the benefit of being holy, and even though we'll never come close to his ideal, we as teachers can continue to aspire to such a position. Jesus did not stumble around with his lecture notes, misspell words, or pause to check his facts. He knew what his message was and he delivered it plainly and clearly. And check out that classroom management! How cool would it be if one of us could tell Johnny Obnoxious to sit down in his seat and be quiet and he actually did it the first time without protest??!?! The whole school would be buzzing over that... no after-class meeting required.

Jesus lived what he taught and I could only hope to try to do the same. His message was of salvation and he acted appropriately. Our message, whether it be in the field of Communication, English, Math, History or any other discipline is that our subject matter warrants our students attention and that what we teach them they will actually use in their lifetimes. Of course, that means that we need to actually use what we teach in our daily lives. If we are teaching writing, we need to write; if language, we need to speak the language daily. We must teach our students confidently so that they will be confident of what they learn.

Without being too corny, I know that I will strive for the same kind of focus as good ol' JC when I'm a faculty member. Ok, that is all for tonight.

Wednesday, September 30, 2009

Frida Kahlo Pedi

I always think about Frida Kahlo's portrait What the Water Gave Me after I get a pedicure. Bizzaro.







So I shot my own:



That's ok, I think my cankles and leg fracture bruise are hot...

can't wait until December to eff it up even more.


Sexy Protein


Well, I'm back on the bacon and eggs wagon... screw you cholesterol. Rubin I hope this crappy shot of my breakfast is sexy enough for your discerning photographic eye (hastily taking these from my 3.2 mega pix LG Dare cam phone probably doesn't help the quality.)


GOOD MORNING BOWLING GREEN! All I'm doing is finishing up my teaching plan for manana and then I'M LEAVING YOU FOR THE DIRTY D!
xoxo BA

Mein Teaching Philosophy Courtesy of the B.S. Guru Extraordinaire

"By learning you will teach, by teaching you will learn." - Latin Proverb

Oh yeah! Someone is about to unload a bunch of her recently crafted beesh upon the alter of knowledge... prepare yourselves for nausea and drowsiness! Following is a little pile of poop that I've so lovingly rewritten with all my previous teaching experiences in mind. I've even included a considerably boring monochromatic picture to help alliterate this masterpiece even more accurately....

discontinue reading if you're uninterested...

no seriously...

you should stop now...

you'll only be mad at yourself for reading this...
also, for those of you that think you're stealthy enough, don't even think about plaigarizing me. I'll shank you in your sleep.
Ok, without further ado, MEIN TEACHING PHILOSOPHY:



As a future faculty member, it is vital for me to be able to reflect upon past and present experiences to contemplate and process how said encounters shape my teaching philosophy. With this in mind, it is my intention to examine a few detrimental examples as well as several positive instances from past classroom experiences which I currently draw upon to assist in augmenting my career pedagogically. I used to think that a teacher could hardly ever have a significant affect on a student—after all, they are just one of many instructors that the student will have over what could be a lifetime of learning experiences. Then, over the past few years of my graduate work, I saw the affect that one good professor can have on her or his students, and I knew I had found my life's career in teaching. By teaching others, I am able to combine my fascination with communicating effectively with my enjoyment of helping others and interacting interpersonally. Becoming a professor will also enable me to pursue research in whatever aspect of the field I enjoy the most; yet through it all, I will be able to help others develop their most important attribute: the mind.

All of the above objectives can be further investigated through one’s personal teaching philosophy. To be clear, a teaching philosophy can be conceptualized as a beneficial tool for self-reflection. A philosophy of teaching will explain my reasons for teaching, descriptions of how I teach, and justifications for my beliefs about teaching. Naturally, my teaching philosophy will likely evolve as I gain even more experience and place myself in new and different situations. With these premises in mind, my main concern involves piquing students’ interest without being an entertainer. I find it extremely gratifying to be able to offer lectures, concepts, and examples to students who may have never contemplated the basic theoretical frameworks of communication studies. At the basic introductory level I remain enthralled with potentially illuminating the “building blocks” by which so many students can base much of their interdisciplinary endeavors.

As a teacher, I am comprehensive in my approach. I have a versatile stance on the process of gleaning knowledge while teaching. My primary passion is working and effectively communicating with people; hence my extensive education within the field. I am an individual who helps students through listening, learning, and leading. By way of the written word, lecture, alternative media, and various other impactful examples, I have helped to convey corporate messages, resolve conflicts on various levels both scholastically and commercially, and have contributed to various team-oriented environments. For example, my work as a former Teaching Assistant effectively showcased these initiatives. I was able to enact many of my personal objectives in-class and out-of-class. I began to realize that the majority of my teaching skills were absorbed in face-to-face conversations or meetings beyond the classroom where pragmatic lessons were learned in personal settings. Being able to reach students almost always occurred after class.

To augment my unique approach to teaching, I am also a viable adherent of and for communication studies. For various epistemological assumptions I am adept at providing a link between scientific research and practical application with a rare dual perspective combining academic expertise and pragmatic experience; this enables me to bring authority and compassion to my classroom. Additionally, I am a dynamic role model for the ideas that I present. My personal life experiences and auto-ethnographic familiarity within various interpersonal and small group settings provide an important perspective and inspiration for my teaching.

While currently serving as the Assistant Basic Course Director (ABCD) for the introductory speech course on the campus of BGSU, I have learned many lessons regarding the world of academe and have realized that I have two sets of people to whom I must report to and be accountable. First, I have to be sure to fill the expectations of the department and the Course Director for whom I’m working. Composing exams, responding to emails, serving as a first line of response for student's and teaching assistant’s questions, or performing simple administrative tasks keep the Course Director from becoming overwhelmed by the demands of the course. It can be very hard on everyone when things get out of order therefore I realize that this experience allows me a beneficial practice in time management and foundational familiarity with a large course made up by a myriad of sections. This is the business side of the job that can be challenging, but I find that these types of coordinating skills and structured conversations with a diverse amount of perspectives (students, faculty, staff, and teaching assistants alike) will only prolong my growth as a flexible and organized teacher. The second group to whom the ABCD is responsible is clearly the students. There are several things, I think, students need from me and the teaching assistants that I coordinate.
Taking precedence over the administrative aspects of the profession, as any teacher will quickly understand, one must have a solid understanding of the course material and/or conceptual/theoretical frameworks that will be covered as well.

For a number of students, especially in communication studies, coursework might be extremely challenging, and in some ways seem completely unrelated to their plan of study. If the teacher doesn't thoroughly grasp the material, she or he has no chance to convey the key points to the students. Conversely, other students might find that communication studies and particularly the concepts covered in a curriculum similar to the introductory speech class at BGSU are very basic and overly simplified. Students may not feel challenged or find that basic communication skills are “common sense.” It is a teacher’s job to bridge this gap, maintaining student’s attention while also emphasizing content which may illuminate vital application opportunities. I would argue that good teachers consistently seek out and practice innovative means by which they can appease all types of learning styles.

With this in mind, the most vital aspect of effective teaching, in my opinion, is to motivate students, allowing for them to develop an affinity for the subject. Some students will become excited by envisioning the future, others will express eagerness to learn with their potential for service to society, and finally some will be motivated by the prospect of a challenging career, or perhaps a rewarding career. A teacher must utilize various methods to make it possible for students to connect with the content which they are being presented. Rarely do we have the pleasure to witness a teacher that has elevated this knack to an art form, but I can say that I personally strive to accomplish this goal.

To further characterize my teaching philosophy, I will say that I try to address the students’ aforementioned learning styles while also alliterating the teacher’s mind set. For the well-informed teacher, there is a wealth of material with vast theoretical foundation which has been developed over years of studying a specific topic. For the student, depending on the interest level in the course, the approach can range from matching the professor's interest, to a sort of bottom line approach: “How do I do my homework, what will be on the exam, and what do I need to know to succeed in this course?” A good teacher must be able to understand the theory and the students well enough that she or he is able to teach the topic in a way that parallels the student's interest level. For the most dedicated students, I must be able to nearly match their abilities and explain even the most complicated theoretical issues (or at least be able to acknowledge when to say that I don't know something and seek another teacher’s help or consult another source.) For students whose interest lies elsewhere, I must discern what she or he wishes to take away from the course and offer that expectation accordingly.

I think it is equally important that a teacher be available to their students. Office hours should be scheduled for both the student's and teacher’s convenience, and said hours should be designed to supplement the time that the teacher is available during the week. I think it's also essential to note that availability isn't only measured by time. It has been my observation that students want to (but often don't) feel comfortable approaching teachers if it has been conveyed to them that it is inconvenient to meet or more work to schedule a time to sit down and talk than what is expected by both parties. If students don't feel as though they are able to call upon you even for the simplest of questions, they probably won’t turn to you for help. It's somewhat of a cliché to say I've always tried to be here for my students, but I believe they've never hesitated to approach me due to my desire for a genuine rapport and empathy that I have for each of them personally. I can say with relative certainty that no student has ever left my office hours feeling like they had been unwelcome or that their questions were insignificant.

In this vein, I believe very strongly that prospective instructors should only teach if they enjoy doing it. This is a difficult epistemological stance to hold in a time when there is a technological push for learning via the internet and other alternative forms of media. Yet I still feel it is better to allow students to congregate in a classroom with a teacher who cares and who is interested in teaching, collaborating, and having face to face discussions. When instructing various lectures pertinent to interpersonal communication theory, I find that my energy, style, creativeness, and attention to detail allow for my students to engage in various concepts in a positive and open-minded manner. Furthermore, in remembering the various techniques that I utilized to gain my classroom’s attention, I recollect that my organizational abilities and consistency in reminding the students of various deadlines and assignment requirements were absolutely vital in meeting the class’ objectives.

I can say that the key to my teaching philosophy is laughter and the realization that life (as well as the classroom) is a comedic stage on which we are destined to make mistakes. We can laugh off even the most complex of issues; we can continue to strive for new alternatives no matter how many challenges may arise during our teaching careers. I have seen the difference between teachers who enjoy what they do and those that do not. A good teacher is able to “roll with the punches” while also advocating for ethical conflict resolution.

My consideration for ethical practices and my knack for problem-solving/conflict resolution have bolstered my position as a personable, interesting character that many students enjoy working with. For example, when given the opportunity to lecture to a group of inmates in a low-level prison setting in Freeland, MI regarding basic level interviewing skills, I was met with positive feedback of my originality, style, and understanding to the details of their unique situations. Various types of students with different backgrounds (such as the inmates) have been able to identify with my imaginative examples and empathetic illustrations because I have given a lot of thought to their individual learning requirements. Many of the prison inmates that I taught were reentering society after long prison sentences. Ethically speaking, I was able embody a good teacher by being honest and tackling sensitive questions (e.g. “How does a person address her/his absence from the workforce for the past twenty years?”) with tactful and constructive responses.

In my early days as a graduate student I realized that this was my career calling; that this is what I wanted to do with the rest of my life. I genuinely care about the students' success in the courses I teach, and I continue to convey concepts/interests in a way that students can relate to. Moreover, I take my students' grades as a personal reflection of my work in helping them understand the material that I present, and more importantly, I consider my students' success to be a measure of how much they are gaining from being in college. By becoming a professor of communication studies, I have the ability to stay in the field I find to be so vital to social experiences, and at the same time use my career to benefit students in a positive manner. I have been told that I have the ability to explain things in a coherent and understandable manner, and this has helped me with my teaching. In a time when a lot of my peers are unsure what career they want for the rest of their lives, it is refreshing to know what I will do. By teaching I can remain in the communication field, continuing my research, and simultaneously I might also help others to learn while possibly challenge the status quo. As teachers of communication we are truly working with the people who will make the decisions that shape our futures, and consequently, I find comfort in the realization that I might be helping to define which decisions they'll make.

Sincerely, The Bullshit Guru Extraordinaire


Monday, September 28, 2009

Getting Pumped Over Fractured Weather

As many of you may already know, Fall is my favorite time of year. Even though I've heard a lot of whining about the weather, I'm pretty pumped for October. These next couple of weeks will be awesome if I can hang on for dear life with my coursework while maintaining my social status ;-)

Today I'm reminding myself that daily routine stuff and needful pleasures MUST happen before readings, meetings, writings, phone calls, and emails. So, after reading everyone's updates on FB about chili I decided to make a really good meat sauce with spaghetti:



It's always easier for me to cook a large pot of pasta and continue eating it for the rest of the week, storing it in the fridge, and allowing for at least one hot meal per day. It's really quick to warm up too. As you can see, it's a massive portion, but there's several reasons for that (the two main ones being that I'm trying not to eat out and I've quit smoking again.) Nevertheless, I'm glad that I finally took the time to cook another meal at home. I'm going to keep trying to get back to my daily routine as I mentioned before... I mean really, we all know that I prefer cooking and eating over writing silly little documents such as the annoying teaching philosophy!**

As an aside, I also want to highlight the following book Fracture: Adventures of a Broken Body by Ann Oakley. It was practically screaming for me to read it! I'm really excited that I found a autoethnographic piece that is so stunningly similar to my own broken bones. How didn't I know about this earlier?!? As Susie Orbach, feminist scholar,
psychoanalyst, and writer of Fat is a Feminist Issue posited that it is: "A new book [that] engages us. Fracture weaves Oakley's personal story with a very fine meditation on the body. Reading it opens up important questions about the meaning of where we live from." It will definitely show up in my reference lists I'm sure (especially now that I'm going under the knife again soon courtesy of my bionic leg.)


(Sorry Rachael... I know I've told you about it twice now.)



**I'll move on to that next as long as I stop procrastinating.

Saturday, September 26, 2009

Red Meat & Sox Beat
























Well, I'm all out of venison so I picked up a steak for dinner. Sorry to all you vegetarians if this disgusts you. As Anthony Bourdain would say: "It tastes like it died screaming." Yum.

Consequently, on the way I discovered that BGSU is absolutely reigning the football scene as far as their home tailgate tradition. Holy poop! It saddens me that this town, renowned for hillbilly types of activities such as the National Tractor Pulls, has trumped CMU in more civilized pasttimes including the astute, ascot-like tailgate.

HAHAHAHAHAHAHAHA (Even I couldn't say that without laughing.)

Ok, but regardless, everyone should compare these two schools in terms of ridiculous college football traditions. Last weekend I couldn't believe the complaints in Mount Pleasant regarding their new tailgate rules. Undergrads and alums alike were virtually bawling in the streets up there. Here's what the CM Life had to say about the situation:

A whole new look to CMU tailgating
By Joe Borlik September 21, 2009
Tags: , , ,
New regulations limit tailgating attendance Saturday afternoon in Lot 63. "No one's going to go to the game because of this," said Shepherd junior Shannon Sullivan. "This isn't CMU tailgate." Students tailgating at Kelly/Shorts Stadium Saturday noticed some changes. Clarkston junior Mitch Miller sure did. “I’ve never seen tailgating this empty,” Miller said. “This is terrible. CMU had the best tailgating in the state. Now, it’s below average.” The student tailgating lot, Lot 63, totaled fewer than two full lanes of vehicles Saturday afternoon. Many said it was because of the new tailgating procedures, which include increased security, required parking passes, no external sound systems and an alcohol limit of six beers or one pint of liquor....


Isn't it sad when the middle-class yuppie fraternity boys and girls can't get together for a reasonable display of public drunkenness? It definitely bums me out. Here's what BGSU's lot looked like this afternoon (right across from the intersection into my apartments next to I-75.) This photo only displays a mere portion of the total splendor:



Blah. I can't believe that stuff. Boooooo CMU! Yeah BGSU! My alma mater is turning into the proverbial "bitch" of the party world. Anyway, I thought this was worth sharing.

Nevertheless, if my large, indulgent helping of red meat doesn't result in a win against the White Sox tonight I think I might go postal. GO TIGERS!

Busy Important PhD Student Stuff

Whoah... that was a hell of week. Sorry world. I was completing busy, important PhD student stuff and I didn't find a lot of time to blog this week; which is scary! If I can't find time for my personal needs (where blogging is ABSOLUTELY a necessity), how am I going to elevate myself to rockstar scholar status?! I mean really, blogging is right next to eating and sex right? It's right there on the bottom of Maslow's Hierarchy isn't it?


Ok, my bad. I lapsed into a sarcastic rant for a sec. But really, I can't believe September is almost over. The main excitement this month is realizing how soon I'll be done with grad school down here. The days seem to be flying by for the most part, which, if you're a sentimental lady like myself, is a tough thing to accept when it can be noted that the process of learning and writing is so bittersweet. Time plays into this process at every turn. I'm ready for my meetings, scheduling, and coursework to dwindle, but at this pace I'm also worried that my experience here in BG is being notched up to some sort of frantic, crazy pace.

Anyway, all of this punctuality and accountability can sometimes wear on my social life too. This is the first weekend in over a month that I've been able to kick back and vegetate for a few minutes (even though I have my teaching philosophy to write and a teaching plan to compose.) As I've thought so many times, I love to drive home or have people visit me here but I hate the distraction because I know that I have a propensity to slack off. This is my plight... it makes me psycho LOL

In other news, I'M FINALLY WORKING ON MY HALLOWEEN COSTUME! Oooooooo, this is going to be good.... and I'm keeping it a surprise for the most part. I've only told a few people thus far. Anyway, I can't wait to take my mind off of other things and get in front of my sewing machine for a few minutes here and there. If I have no time to cook right now, I hope I can at least get my hands on a project that I don't have to do a lot of brain work with (if that makes sense.) Can't wait for October and Katje's birthday!

Oh yeah, and here's another marvelous development: WE'RE GOING TO THE SECOND ALDS GAME! Somehow 8lb 6oz baby Jesus granted me with the luck of being able to purchase 4 tix for the post season. I'm really excited! Go Tigers!

Ok friends, back to relaxing. Monday I plan to continue utilizing this medium for my Pedagogy log. It will probably get really boring... just warning you in case I can't deliver my customary sarcastic repartee for a little while. Just keeping it real. Not gonna lie. Let me be honest with you xoxo BA

Thursday, September 24, 2009

Fifth Teaching Reflection

Wow tonight's class seemed LOONNNNNNNNGGGG! Oh well, it at least gave me an idea to ponder for my teaching reflection....

I find that many students assume their instincts to be wrong. They fail to trust their ability to reason, to think... which is unfortunate when considering how detrimental self-doubt can be. Thinking back about various students who I've mentored over the years, I have peace of mind in realizing that I praised them when their logic served them well, and helped them see the flaws in their thinking when they got off-track. Sometimes I even cheered (literally!) when they got something right after struggling with it.

So with this idea of self-doubt, I must say that I believe acquiring an ability to think through problems -- be they economic or political or social or personal problems -- is critical to gaining self-confidence. In all actuality, as students and teachers, we must realize that there is more to life than economics and pragmatic reasons for why we should attend college. The simple question of: "What should I major in? My parents want me to major in business," should be answered with: follow your heart. Figure out what you love, what makes you tick, what turns you on, and major in that.... it took me a long time to figure this out. Even though we hear so many complaints about budget cuts and wage rates lowering in academe, I can say that I am extremely HAPPY to know that I can make a difference AND make a decent living while I'm at it. My research and writing will be so beneficial in the long run.

Life is too short to not do what you love... and somehow in all of this, I teach them life lessons. One student said what he really admired was how I "carried" myself and that I was fun. If I think about it long enough (even with all of the self-doubt pooling around in my brain) I can say that I am confident in these few areas and satisfied with the realization that I've found the niche I've been searching for.

This is exciting and I realize that my collaboration with students will continue to further my confidence as a teacher. Together we (myself and students) are able to think through the perplexing political and social problems of the day, we disagree, we figure out why, and we don't feel a need to belittle each other because of our disagreement. BOOYA!

Ok, I'm out for now.

Friday, September 18, 2009

Regarding Caster Semenya: Kudos Fox Sports (Shya... AS IF!)




Here's the recent crap contributed to the Caster Semenya case:


Also, you may remember Christina Carr's recent piece about The Gender Investigation of Caster Semenya. Well, given that everyone was so curious about if she was really, a she - it looks like critics can be satisfied now. Megan Carpentier, shares the news from The Sydney Morning Herald, which published the supposed results of the South African runner's International Association of Athletics Federations-ordered gender tests, which apparently show she has the Intersex condition Androgen Insensitivity Syndrome.


Interesting how it works like that. If a girl is deemed "too good" at sports, she must be a boy? And Goddamn, no one will believe her until science intervenes! But wait - maybe she isn't just a girl, or a boy, maybe she's a little bit of both? It seems that the desperate attempt to reveal Semenya's true identity, the IAAF got more than they bargained for: THE world champion 800m runner Caster Semenya has been revealed to have male and female sexual organs, posing an ethical and political quandary for the sport's ruling body, the International Association of Athletics Federations, and her home nation, South Africa.


Extensive physical examinations of Semenya, who is just 18 and from a remote village in the country's far north, has shown the athlete is technically a hermaphrodite. Medical reports indicate she has no ovaries, but rather has internal male testes, which are producing large amounts of testosterone.


The presence of both male and female characteristics will come as a devastating blow to Semenya, who has fought off snide remarks about her masculine appearance for much of her life.
My question is - why are we so eager to find this out? Clearly if a man was competing in women's events, that might make things unfair because when it comes to physiology men and women are not equal species. But at this point, the woman has been strip searched inside and out - and for what reason? So that she can be told: no boys allowed?

I call BULLSHIT! Now back to bed and off my soapbox.

Thursday, September 17, 2009

Fourth Teaching Reflection

As I sit and ponder our class in Pedagogy this evening, I realize that confidence in myself and in my teaching must come from internal sources. I cannot and should not depend upon my students for ego gratification. All the mutual respect in the world doesn't eliminate the power relationship between us. I see it as my responsibility to respect my students by maintaining proper professional boundaries. All of which boils down to one word: respect.

In my teaching, respect is my number one rule. I respect the students... not because they are bright or rich or well-dressed or white or male or Asian or gay or Muslim or an economics major or the star quarterback or daughter of the President. I respect them because "students are people too" and human beings deserve respect and empathy. I treat them as I would want to be treated.

Furthermore, I recognize the many demands on their time, and don't change exam times or deadlines at the last minute. I give a complete course outline in the syllabus so they can plan their semester. I realize they truly may have commitments barring them from coming to my office hours, and so I readily schedule appointments for mutually convenient times.I assume their goal is to learn the material. When they come to me with graded exams, I respect their desire to learn what they did wrong so that they might improve the next time. I recognize that I am sometimes unclear, so when they ask for a second explanation I provide one without offense.I want them to gain confidence in their intellectual abilities. In our department at BGSU, this is/was my over-arching goal (even though I sometimes find that this is not always the case with faculty.)

Ok, blah blah blah... enough for tonight!