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!

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?

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!

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!

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.)

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 =)

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):

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."

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!

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