I’m finding the reading very helpful. Some of the areas being covered have been taken care of by the Communication department such as writing a syllabus, defining goals/objectives and choosing a text. However, it is still helpful for me to understand how the course is laid out, how goals and objectives fit together and influence content, and the importance of a well written, explicit syllabus.
I know the syllabus is an important piece and that students often do not read it. I did go over certain parts in class, but on day two I gave a quiz over the material. They were a little confused when I told them a syllabus quiz would be their first assignment. I’m happy to report that, with the exception of a few, everyone knew the syllabus. I think I will probably continue this approach to get students to read the syllabus.
Other points from the reading that have helped me are:
1. Creating a work/plan/personal time schedule. I created a schedule and it has helped remove the anxiety about how to get everything done and still feel sane.
2. The suggestion about making notes or a diagram to learn student names is helpful. That is one thing I am struggling with and was not sure how to approach. As a student, I like it when the instructor knows my name and feel I should provide the same respect to my students.
3. I liked that the authors put the teaching responsibility into the perspective that it doesn’t matter the teaching style, if the student is learning. It is only week two and I’m struggling with how to engage my 1:00 p.m. class. They are a very quiet group, and I struggle getting them to speak and interact. Taking a step back, I do believe they are learning. I think it will be important for me to realize that they may be a quieter group that prefers a more passive approach to learning.
4. The out of class learning information was intriguing for a couple of reasons. First, to think that the student is possibly learning more outside of the classroom than with a teacher is baffling. It helps relieve some of the pressure. Second, the suggestion to examine how much time an assignment will take a student will facilitate a higher quality of learning. Another concept for me to think about when I’m developing assignments.
One thing I plan to implement that came from the reading is asking myself what I want to accomplish for the day. I think this will help me prepare a better lesson plan and evaluate how the class is doing and if they are learning.
I also plan to implement the problem posting strategy. In my next few classes, I’m going to utilize a couple different teaching tools, such as small group work, videos, and group teaching, and ask the students to provide feedback at the end of class about what they learned and what they liked about class that day. Since I love sticky notes, I plan to pass out sticky notes and let the students post their response as they leave for the day.
Both books have supplied information in regards to professionalism and how to implement boundaries between students. I think it will be challenging to find a comfortable balance between letting my students know me as a person, but still maintaining credibility and authority with them.
A few links I would recommend:
http://www.cat.ilstu.edu/resources/teachTopics/active.php
http://www.cat.ilstu.edu/resources/teachTopics/tips/actEngage.php
These are great sites that provide links to colleges and other resources focused on implementing active learning. I have also found info about adding excitement to the classroom here!
http://www.garfield.com/comics/todayscomic.html
I need humor to get through the day, and comic of the day is usually funny!
September 1 comic is especially great!!
