The first week of classes has almost come to a close. As of right now, I feel like it has gone better than the fall’s first week (getting students on eCompanion, how to introduce my new theme in English 110, attendance, attitudes, my attitude, etc.), so maybe I’m slowly getting a “hold” on how I want to “run things”? It’s possible. I’ve been at this for ten years now (and a student said to that, “And how old are you?”); I should know some stuff.

And speaking of getting students on eCompanion… yea. I gave out instructional guides (very brief instructions on how to get on, what to use as a login/password, etc.); as it turns out, almost no one read them. One class in particular had a handful of students who stayed after our lecture/activities for me to verbally give them the instructions. Had they read my handout? No. Again, not all students had failed to read, but I frowned a wee bit when I got asked, “So, what do I do?” and they weren’t even on the NDSCS homepage or the NDSCS online homepage.

They’ll read a zillion text messages… hundreds of websites and Facebook wall posts, but one handout from me gets no attention. Errrrggggg. I guess I should text them my instructions?

So, five TAs attended the seminar at NDSU (and one professor), and I think it went alright. I gushed about my job more than I thought I would (but, hey, I do like what I do, so…), I think I was chewing gum (not cool), and I think that my eye contact could’ve been better too. “You win some; you lose some.”

As far as the presentation on our campus tomorrow (on blogging), I have a PPT ready to go - a little bit of why one should consider them, a little bit on my research of them, a little bit on how to implement them, and I am thinking I should add two more pieces: 1) how non-English teachers can use them (even administrators!) and 2) how teachers can benefit from having their own teaching blog.

I am overwhelmed, but I am fairly certain I will push out some great work the rest of the week whether I come in on Saturday or not. I just need to make a list of things to accomplish the rest of the semester; I’ll focus on next semester after Finals Week, after the final grade has been thrown into PeopleSoft. Like… the Creative Writing class, or revising all my eCompanion shells, or adding in my World Blog module to Online 120… those things can and HAVE to just wait until I am caught up.

(p.s. My mom asked me last night if this blog could get me in trouble. My first thought was: “Well, no one reads it so…” and then I concluded with: “What could I possibly have on here that could get me ‘in trouble’?” I hope that wasn’t a foreshadowing-type of statement.)

An idea from before the conference: On the car ride last night… Ronda brought up asking for X amount of words per assignment. I think that may work better for me with using eCompanion since I can just look that up instead of complaining/venting about their silly fonts or inability to change the margins. That may be THE ANSWER. Oooooooh.

*Probably should reflect on my presentation which was about reflection, eh? Okay, well… 1) It went fast, 2) I didn’t use my notes, 3) I had more to say, but 4) I got across my main points. It was under 10 minutes in length, the music got a bit loud in the middle, and I guess I sounded a bit rushed to some. I am content with it. For how long I worked on it, for all the research I did, for all the connections it made for me personally/professionally, it was worth it even if it was brief and quick. Could I have done better? Sure. Kevin says I should practice the timing & put ‘er on YouTube. Sounds like a possibly plan?!

In the spirit of pure chaos that has been this week, I thought I’d attempt a different look with my eCompanion shell that’ll be used for my English 105 (Technical Communications) class this second 8-weeks. YET I want it to be understandable to my students. I think, so far, by putting the Projects on their own separate tabs and then having a General tab for Tech Words, Class Discussions, Chapter Quizzes, and other assignments it’ll all be visually organized well. “We’ll see” if it works like I want it to.

I think I want to present at the GPACW in November… but on what? I mean, I have bits and pieces of a presentation in my head. Those bits are: a) the Pecha Kucha aspect of PPT Presentations (I want to try this out with my presentation – coincides with student’s ADHD?), b) the Reflectiveness of Blogging (since I’ve been responding to Kinsey McKinney’s essay in my head about being the “perfect” teacher with monologues rather than conversations), and c) mixing in how I’ve been using del.icio.us & YouTube (mostly YouTube) in class. I’m remembering that one note from the first week of class that I jotted on my daily to-do-list (they are common with me) - I had students take a pre-test (identifying topic sentences, finding transitions, etc.), and one of ‘em, I spotted this, was looking up the answers online (since we’re in a computer lab). Now, realistically, I guess that was cheating, BUT it made me think of something else I’ve heard – if students don’t know the answer, they do know where to find it. And so, if they know how to access the information, then maybe we should just worry about the skills we must teach them? I think I’d also like the presentation to focus on how it’s cool to be stupid (or appear/sound stupid) in class these days.

Maybe this should include a look at my blog stats/findings (would have to code some of the current Class Blogs) - that while students lack depth orally, they are writing critically? Is blogging as reflective for students as it is teachers?

That reminds me: I need to put the post-test on eCompanion. And Allison needs to calculate the statistics for me.

Lisa: Dad, don’t you think you’re overreacting?
Homer: Don’t you think you’re *under*reacting?
Lisa: This conversation is over.
Homer: This conversation is *under*.
Lisa: Goodbye.
Homer: *bad*bye

I just had to put something funny up today. And I love The Simpsons (Family Guy too, but I don’t know if their conversations/quotes are all that appropriate for a teaching/professional blog).

So, I spent the last few minutes of this late afternoon hour adding a “Quotes” tab to almost each week in my eCompanion site for English 110. It adds a bit of humor & insight to the list of assignments/Class Blogs/handouts/etc. I found most the quotes at quotegeek.com, but I did venture into “pop culture land” and find a Simpsons quote about Homer detesting how education pushes out braincells with previous knowledge in them… and a Family Guy quote about Meg’s parents not knowing who she is (fits in with the week when I’ll be introducing profiles for Paper 2).

I was going to attend Mikey Hoeven’s (Governor’s wife) presentation tonight, but I am hitting a wall of exhaustion. And since I’m giving my students bonus for going (and they should be the ones listening to a speech about underaged drinking anyhow), I can just ask them how it went. Sneaky.

Yep. It’s time to crash and burn. And then gain my fourth wind of the day around 8pm and read some more academic (but fun/interesting) pieces.

As a sidenote, sort of, the thought came to me sometime this week that I am really liking how eCompanion has accentuated my on-campus classroom(s). I think more classrooms will head in that direction – meet with instructor in a physical classroom, but have many, many online materials to use in or out of class(time)/class(room). I love that I have my various videos up there (from YouTube & the College Writer CD), and that they’ll be there every semester now. And, I think I even want to add more to eCompanion… like quotes at every week/unit. More categories (in Doc Sharing and the Webliography) so students can easily find more items like handouts and web sites. More tabs that talk about the writing process, tips, etc.

I’ve already made notes on what to change for the spring. Some students are finding it easy to “cheat” in the Class Blogs by reading what others have and then just, well, summarizing what’s already been summarized. So, that just means, for me, to use the Journal function so they can’t see what others have written. Voila!

I think I just have to be satisified with the fact that this eCompanion site for English 110 is not going to be perfect this semester. That’s tough for me to do, but I have to realize that I’ve revised that English 120 Online course a million times… and I finally have that where I want it. Somewhat. It takes time, and I don’t know, right now, how rigid/flexible I’ll want the eCompanion site to be given that I am using it for an on-campus course. I am guessing I’ll want it really flexible, so that’s what I’ve been “going with” so far.

Meanwhile, my stomach is telling me to go home and do non-academic things for the rest of the day. I’ll be back on the eCompanion site tomorrow anyhow… no sense in beating my tired head over and over. A fresh morning start is a better plan.

chalk it up to a few lessons learned:
- Some people just like to hear themselves speak. Really. I don’t think I am one of them. Fairly certain. I think that’s why I blog, actually.
- Some people (me and others) do know how hard some people have worked. Please note that. “Baaaa…”
- If someone has mud on his/her shoes, and he/she knows there’s mud there, one doesn’t need to point it out.
- Even when you think you know everything (about, say, eCompanion), you can still get a few tips at a workshop.
- Our administrative secretary, Valerie, has a great scream when she sees/hears bats in Old Main.
- The B in GLBT doesn’t mean Black, Lon. Silly guy.
- Some people (*cough* Fuder *cough*) should have weight on them to look “right,” but I still think he’s cool.
- Even the “higher ups” get tired enough in sessions to appear sleeping.
- Having high expectations about the beginning of a new school may cause a small let-down. Be aware.
- Just because I recognize people from high school, doesn’t mean they recognize me.

Overall, today deserves a 9/10 for a little bit of drama & controversy, fine fine weather, great conversation, excellent tips, and a lovely end = one hour of walking & biking.

Brain hurts.
Just how much do I want to put on those eCompanion sites, anyhow?
I need to put all the assignments up there so the Gradebook stays relatively correct,
but I don’t want to do too much –
because then it has as much maintenance as an online course,
but it isn’t one.
Eeek.
I need to walk away and decide before I jump in and end up shoulder-deep…
“Drop the ball and let it roll away.”