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!