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!
24 minutes ago
Saturday, November 21, 2009
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!
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?
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!
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 =)
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):
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