January 18, 2008

• Juggling. The pros and cons of having two 12week courses (and then two regular semester courses… and then two online courses) are balancing themselves out. I feel a little frazzled when prepping for one particular 12week course (English 110) because they are covering my content quicker, and some of the content is new (I’m trying out a new book, Strategies for Successful Writing). Then again, when it comes to my regular English 110 course, I’ve already covered whatever it is in the 12week course, so I’m able to fly through the preparation much easier.

  Too little? Or just different? Then there’s the other 12week course – English 120. Now, I’ve never taught this course on this campus (only online), so I’m dealing with a lot of day-to-day creation of in-class activites, revising the online work into in-class work or discussions. At first, I remember thinking (and telling Wade) that it appeared I may be covering too much in English 120 Online because my chart seemed packed with activities and deadlines (and they read practically the whole book), etc. But, I’ve already had to move things “up” in the semester due to covering content faster in-class. So… I wonder if it all evens out there. The online activities are flexible; the in-class activities get covered quickly because I’m there to explain them.

  Reading in class. I chatted with Wade about this already. The other day, I had my students read something for class out of their primary book. Then in class, they had to use the strategies from that book (about reading and writing better) in order to read an essay, “Would You Like Fries with That?” and fill out a handout. I explained the activity for about 10-15 minutes (and covered other announcements), then they read for about 10-15 minutes and took another 10-15 minutes to fill out the handout in groups or alone. While they’re reading, I’m watching them. I’ve read the essay many times. I fiddle with my things, prepping for what questions they’ll have about the handout. But, like I said to Wade, I’m not really doing anything. They are reading; they are actively learning. I appear to not be “teaching” by traditional standards (or, maybe, by anyone’s standards?), but they read the essay and then have to recall the strategies they read for class. They critically look at the strategies, answer questions about their reading, and also complete a small writing that asks them to use a format/style suggested by the “Fries” essay. I consider it a nice collection of activities for a 50 minute class period. By the end of class, they’ve read, written, worked in groups, discussed with me and their peers, critically thought, and created a small piece of work. I easily give up control of the classroom; I like to circulate and discuss with student groups. While I see success in these methods, I still wonder why I question them.

  Lecture. Essentially, I don’t like to hear myself talking. For me, that equates to students not learning (but, rather, zoning out). I like to be the ‘guide on the side,’ not the ‘sage on the stage’ as Kevin would say. In the classes I took, once upon a time, I enjoyed those instructors who broke up the class period with discussion (groups or as a whole class), activities, and just a bit of lecture. I feel that my students can benefit from that, so I suppose that’s why I feel comfortable with it.

  Classroom Feng Shui. I’m certain there is research out there about this, but the ultimate classroom for English classes would have to be those that have loose seating (seating that can be placed into a circle or seating that allows everyone to sit around a large table) as well as computers to the side that can be used towards the end of class time for various activities (but mainly to write/print off drafts and examples). We have two classrooms like that; it’s tough to get them reserved.

  I had a lot to say today, I guess!

  • 12:43 pm
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