vitarka
Friday, January 30, 2004
2 weeks into the semester. perhaps it is a false secure feeling, but i think things are going great in 3 of my 4 classes. there seems to be genuine learning. i sometimes shudder to think what kind of a teacher i was when i first started; i feel i have learned so much.
the classes i think are going well are a blast to teach - reaffirming this as my calling.
the class i am iffy about is a tough nut to crack. there seems to be a wide range of abilities in the class. some who are already very familiar with much of the material; some who are very much novices. classes like these are the hardest for me to teach - cause i never know where to aim - high; low, or the middle? there really seems to be few in the middle, but i don't feel i have a read on this class. perhaps i can learn a lesson from my yoga teacher and offer the more experienced students a few little "extra" things to keep them challenged, while the rest of the class can focus on the basics.
i sometimes forget that THESE are the challenges i face now as a teacher. these are very different than the problems i faced in my previous career. in my prior job, a problem was some technical issue to crack. now, my problems are in terms of how to reach the most students - communication issues. many of my colleagues have higher degrees in their fields, which is fine - but at a community college, it seems that students are better served by teaching experts than subject matter experts. i am glad my grad work (in progress) is in education. i am confident that with my work experience and background, even without an advanced degree, i can handle any technical issue with which i am faced on this job. my goal is to reach that level of expertise in terms of teaching. and while i'm far from it, i think i am inching forward.
Tuesday, January 27, 2004
Monday, January 26, 2004
a revelation i have had re:teaching is that i don't need to "teach" everything. my lectures don't need to cover everything in the book. our time is better spent if i can focus on either the most important parts, the hardest parts or provide a new perspective to what is found in the book.
Monday, January 19, 2004
tomorrow is the first day of classes. i was feeling real anxious earlier in the day - which for me is the norm. no matter how many times i have done this, the first day of classes is always a very anxious day for me. i realize it it silly, but i feel it none the less. i have heard other instructors say similar things - so perhaps it's normal. knowing others feel it helps. i have always had anxiety issues. in some respect, it's not all negative - kind of a gearing up. but sometimes it goes beyond that...
Friday, January 16, 2004
as part of our development days, we had a presentation by dr. donald misch concerning emotions and learning.
it was a great presentation, of which, i am sure, my summary will not do justice. his main points included:
- things are learned and remembered better when students form associations with the subject matter - the more associations the better. the more personal the associations the better
- emotions effect memory and learning. it is easier to remember something charged with emotion
- humor, when used subtly and sparingly can be an effective tool in generating interest and cultivating positive emotions about a class
much of his presentation reinforced what i learned last term in my ed psych class. the challenge, as always is figuring out how to apply this and make the techniques described my own...i think in some regards, my personality already has taken me in this direction. students have told me in feedback that my sense of humor creates a relaxed and warm atmosphere.
Tuesday, January 13, 2004
a big challenge of teaching - like just about any field, i suppose - is getting the day-to-day stuff done while working towards improving. i mean, at the start of the term, i am very excited to be teaching new classes, and want to make changes to other classes, yet there are meetings to attend, mundane tasks, etc... that have to get done. i recall on one job, the difference was described as the urgent vs. the important. i suppose, like most things, balance is the key...
Sunday, January 11, 2004
one thing i planned to do between terms was reflect upon the last semester - what worked, what didn't... i feel i have made great strides teaching - sometimes i cringe at how i must have been as a part timer, or in my first term full time - and i still feel i have a lot to learn.
anyhow, here is what i want to keep in mind for this term...
- require assignments to be completed in a more "professional manner" - possibly have students turn in assignments in memo form - this will reinforce the skills they have learned in previous classes and will, i hope, cultivate a sense of professionality
- a more consistent late policy. i have become convinced for, at least in my own circumstances, the need to be flexible with turning in assignments. i have found so many students benefit from this - not in terms of grades, but in learning. if a student doesn't "get" something immediately, too harsh of a late policy will cause them to blow off the assignment, or possibly drop the course. a diligent student who just gets a bit lost will take advantage of a flexible policy, do the assignment, really learn it and then move on. that being said - i need to be consistent to prevent abuse and provide some incentive for being on time - and to give a sense of professionality as far as deadlines
- encourage student reflection. i will have a protfolio project in two of my 4 classes and must try to incorporate this into my other classes.
- vary lecture presentation - more activities, more group work, less "me"...it is tough for the ego to accept - but thinking about students learning instead of me teaching, means my job is to create a learning environment and not be the all knowing authority lecturing all the time. balance is the key
- allow for reworks. a big flaw in my classes (and most of the ones i've taken, prior to grad school) is that there is little opportunity for students to go back and correct their mistakes. so if a student gets something wrong, doesn't learn it, there is no opportunity or incentive to go back and redo it. i tried that this year with my midterms in several classes and it seemed to work well. in fact, one student re-did his final on his own - even though there was no benefit, gradewise. i have to think the re-do i allowed on the midterm planted the seed for this. imagine how good that made me feel.
- better assignments. more open ended. less spoon fed. more "project" type stuff
i hope by the act of writing this - and being able to go back and read this, it will cement these ideas and goals in my mind.
stay tuned - we'll see how this works...
hello...
i teach computer science at a community college. i am also enrolled in a masters of educational technology program (a bit more than half way through). i have been teaching full time for two years. prior to that, i had been a software developer for close to 20 years, and did some part time teaching.
last year, i was involved in a project at my college to investigate electronic portfolios. being involved in that project, along with the educational psychology class, convinced me on the need for reflection upon ones learning. given that i still very much feel like i am learning about teaching, i have decided to document my "learning" in an online diary.
i plan on putting comments in, etc...if you want to reach me, i am available at mike_zellers [at] yahoo.com
