Today was the big day, my first solo teaching assignment. My mentor/prof was out of town so I was in charge of a class of 20 senior students in a family communication class. Well, it would have been 20, but only 18 showed up! I tried to be creative in methodology. It is a one hour, 40 minute class so a little change of pace here and there is important. With that in mind, I drew on my youth pastor days and did a 20 minute game to begin in which the students had the opportunity to discuss what made fictional TV families healthy or unhealthy (healthy family communication was our focus for the day). Then I "committed" lecture. It was longer than I intended and seemed to be boring them to death. Finally, using what we had discussed in the opening game and what had been pointed out to them in the lecture, the students met in their family groups to consider an imaginary case study and how a healthy family would handle it communicatively.
So, how did it go? First, on the part of the students, I thought they did a valiant job of participating in the game/activity and in the family setting. This is a smart bunch and they pick things up pretty quickly. Some were very diligent about taking notes during the lecture although I couldn't quite read if it was boring, confusing or simply below their level of knowledge. Some of them probably have more experience in this field than I do. Anyway, it didn't seem to capture them in any particular way.
As for me, I was terribly nervous. I had a few weeks notice but of course didn't prepare any too early but that is my normal way. I like having a deadline hanging over me. Still, I had done some reading and discussion, was familiar with what was in our text, etc. That said, I felt like there was something SIGNIFICANT missing in the lecture time. First, it was way too long--probably about 45 minutes. Then I really struggled with transitioning from one area to the next. I wasn't comfortable with the setup--I couldn't figure out where to put my notes so they would be accessible without being a barrier (I prefer to not have things between the students and me when I am talking with them). The activities seemed to be received with a decent attitude. The game went long and a lot of students did not want to talk. Still, it wasn't a total disaster. The family group/case study activity went well. They took it seriously and produced a well-thought-through result. Not the worst idea I have ever had!
What have I learned today? First, there is a long way to go. I am not close to being a good teacher. Second, there is a satisfaction when interacting with students that brings me happiness and even a level of joy. I can see how I would find purpose in my work as a teacher and that is exciting. Third, it is all on videotape so my mentor and others can critique it. The worst might still be ahead!
Tuesday, September 23, 2008
Thursday, September 18, 2008
About a Teacher
There are things to be learned when class is not in session. Perhaps the big lesson of this internship is that teaching is always about learning! But I digress. On to the lessons so far this week.
First, no matter how meticulous a teacher is in setting up assignments, someone will be unhappy. Granted, our class has twenty students and we only had concerns expressed to us by two; but still, there were two who were disgruntled! (Really, this is just an observation and I didn't lose any sleep over this.)
Second, the first lesson can teach you other lessons. When the first complaint came, my first response would be to immediately defend myself. My mentor, however, remained calm and quiet, listened to the concern and then rationally and firmly explained the assignment and why the process was just as important as the result. (Who knew we were teaching algebra?) Then came the discussion and eye-opening realization that words usually aren't the most important part of a voiced concern or complaint. Usually there is a story behind the words, a pattern of behavior that explains the words. So when starting out as a teacher or when teaching a class in which all or most of the students are new to the teacher, it may be best just to observe for a while, keep calm and wait for the pattern to unfold.
Finally, I learned on Tuesday that if you hang out with professor types, there might eventually be cake! A fine reward, I must say.
Until next time!
First, no matter how meticulous a teacher is in setting up assignments, someone will be unhappy. Granted, our class has twenty students and we only had concerns expressed to us by two; but still, there were two who were disgruntled! (Really, this is just an observation and I didn't lose any sleep over this.)
Second, the first lesson can teach you other lessons. When the first complaint came, my first response would be to immediately defend myself. My mentor, however, remained calm and quiet, listened to the concern and then rationally and firmly explained the assignment and why the process was just as important as the result. (Who knew we were teaching algebra?) Then came the discussion and eye-opening realization that words usually aren't the most important part of a voiced concern or complaint. Usually there is a story behind the words, a pattern of behavior that explains the words. So when starting out as a teacher or when teaching a class in which all or most of the students are new to the teacher, it may be best just to observe for a while, keep calm and wait for the pattern to unfold.
Finally, I learned on Tuesday that if you hang out with professor types, there might eventually be cake! A fine reward, I must say.
Until next time!
Friday, September 12, 2008
Those First Halting Baby Steps
Now that we are officially at the end of week two, I have had time to make some observations, learn some lessons, and note some highlights.
Observations:
The same group of people is not the same class on Tuesday as it is on Thursday. Moods change, preparation levels vary, seating might be rearranged, I might have different things on my mind and when you add up the variables, class never happens the same way twice. This is another validation for plans A through C when starting each class session.
It is possible to teach without being an expert! I find that I am able to contribute to the teaching dialog even though I don't have a vast background of knowledge in the subject area. Simply studying up some and drawing on experience gained through living can go a long way toward being a teacher. It helps to let the students attempt to answer some of their own questions as well. Teaching has a lot more to do with facilitating learning than disseminating knowledge.
Lessons learned:
Be prepared and then review again. I made a rather redundant suggestion in class on Tuesday, simply because it had been a week since I looked at the syllabus and the assignment for that day. It's amazing how much embarrassment one can be spared simply by doing a quick review before leaving the office for the classroom. Still, as that seems to be my biggest faux pas so far, I don't feel too awful.
(This one may be specific to me, but) When another person has more confidence in me than I have in myself, I need to go with their opinion. I have sooooo much trouble accepting that I might have some abilities and a serious fear of risking and stretching to achieve what I want to do; yet others--in this case, my teaching mentor--tell me that I have no reason to worry and that I am capable. This is more than just a teaching issue, it is very much a life issue. I can't figure out why I am unable to see my assets and instead tend to just see myself as an ass.
Highlights!
I was able to pull off my first substantial assignment without a hitch and with surprisingly little revision from my mentor. Not only that, there was no groundswell of dissent from the students in the class when they received their assignments from me. I was almost able to breathe when it was over!
I received my first email from a student in the class, letting ME know that he would be absent and checking to see if I had anything he needed to do to make up the absence. Obviously, the lead professor will handle that part of things and he did email her as well, but that he respected my position in the classroom enough to check in with me too was pretty exciting.
And now, it is on to preparation for my first solo teaching assignment which is coming sooner than I expected!
Observations:
The same group of people is not the same class on Tuesday as it is on Thursday. Moods change, preparation levels vary, seating might be rearranged, I might have different things on my mind and when you add up the variables, class never happens the same way twice. This is another validation for plans A through C when starting each class session.
It is possible to teach without being an expert! I find that I am able to contribute to the teaching dialog even though I don't have a vast background of knowledge in the subject area. Simply studying up some and drawing on experience gained through living can go a long way toward being a teacher. It helps to let the students attempt to answer some of their own questions as well. Teaching has a lot more to do with facilitating learning than disseminating knowledge.
Lessons learned:
Be prepared and then review again. I made a rather redundant suggestion in class on Tuesday, simply because it had been a week since I looked at the syllabus and the assignment for that day. It's amazing how much embarrassment one can be spared simply by doing a quick review before leaving the office for the classroom. Still, as that seems to be my biggest faux pas so far, I don't feel too awful.
(This one may be specific to me, but) When another person has more confidence in me than I have in myself, I need to go with their opinion. I have sooooo much trouble accepting that I might have some abilities and a serious fear of risking and stretching to achieve what I want to do; yet others--in this case, my teaching mentor--tell me that I have no reason to worry and that I am capable. This is more than just a teaching issue, it is very much a life issue. I can't figure out why I am unable to see my assets and instead tend to just see myself as an ass.
Highlights!
I was able to pull off my first substantial assignment without a hitch and with surprisingly little revision from my mentor. Not only that, there was no groundswell of dissent from the students in the class when they received their assignments from me. I was almost able to breathe when it was over!
I received my first email from a student in the class, letting ME know that he would be absent and checking to see if I had anything he needed to do to make up the absence. Obviously, the lead professor will handle that part of things and he did email her as well, but that he respected my position in the classroom enough to check in with me too was pretty exciting.
And now, it is on to preparation for my first solo teaching assignment which is coming sooner than I expected!
Monday, September 8, 2008
A New Leg on the Journey
Last week I started an internship to help me finish my certificate in postsecondary teaching. I am working with my thesis advisor in a 400 level course on family communication. I will, in a few weeks, have the opportunity to do some solo teaching but have already been a part of the teaching dialog in the first two class sessions. It has been a great experience so far. My hope is that this will equip me to do some teaching as I go forward. The longer I go, the more I am sure that teaching is really what I want to do for the long term.
Over the weekend I have had the opportunity to think a little about what teaching requires. What are the characteristics of the effective teacher? Well, obviously everyone will say knowledge. It would be impossible to teach without a substantial knowledge of the subject at hand. While I can't argue against knowledge, I will say that it would seem to me to be an assumed so I don't include it in my little conversation.
I think the first and most important characteristic is integrity. If the teacher can't be trusted as a person of integrity, students will be less likely to be vulnerable enough to invest in the learning dialog. Integrity means respecting the other person's point of view and affirming their worth even if disagreeing with their position. Integrity allows the student to engage in learning without fear of ridicule.
Then, a teacher needs passion. Students will be more inclined to get involved and be excited about the class if the teacher has an obvious love and passion for both the subject and the act of teaching. I am struck by the struggles my own children have in classes taught by teachers who obviously have no passion for teaching. They spend time yelling, repeating endlessly, fighting for the kids' attention, and seem unable to see the potential for growth in the individual students. It is a sad state of affairs when a teacher lacks passion.
Finally (for this post, at least) is preparation or a plan. One of the things I am learning while working with L is that she always has a plan for the class. As well as a plan B and C in case the original plan doesn't fly. While spontaneity has its place and can be very rewarding, a plan creates the opportunity for the spontaneity to achieve the purpose of the class session. While that seems contradictory at some levels, it really is not. When the class time has a specific purpose and plan with good structure supporting, a teacher does not fear--nor does he/she depend upon--the spontaneous happenings that can create shifts in methods. With the ultimate goal in sight, the prepared teacher can use the unplanned experience to further pursue the objective for the class session on a given day.
There are many other characteristics of a good teacher which may come up in future posts, but hey, it is only the beginning of the second week. Let's not get crazy!
Over the weekend I have had the opportunity to think a little about what teaching requires. What are the characteristics of the effective teacher? Well, obviously everyone will say knowledge. It would be impossible to teach without a substantial knowledge of the subject at hand. While I can't argue against knowledge, I will say that it would seem to me to be an assumed so I don't include it in my little conversation.
I think the first and most important characteristic is integrity. If the teacher can't be trusted as a person of integrity, students will be less likely to be vulnerable enough to invest in the learning dialog. Integrity means respecting the other person's point of view and affirming their worth even if disagreeing with their position. Integrity allows the student to engage in learning without fear of ridicule.
Then, a teacher needs passion. Students will be more inclined to get involved and be excited about the class if the teacher has an obvious love and passion for both the subject and the act of teaching. I am struck by the struggles my own children have in classes taught by teachers who obviously have no passion for teaching. They spend time yelling, repeating endlessly, fighting for the kids' attention, and seem unable to see the potential for growth in the individual students. It is a sad state of affairs when a teacher lacks passion.
Finally (for this post, at least) is preparation or a plan. One of the things I am learning while working with L is that she always has a plan for the class. As well as a plan B and C in case the original plan doesn't fly. While spontaneity has its place and can be very rewarding, a plan creates the opportunity for the spontaneity to achieve the purpose of the class session. While that seems contradictory at some levels, it really is not. When the class time has a specific purpose and plan with good structure supporting, a teacher does not fear--nor does he/she depend upon--the spontaneous happenings that can create shifts in methods. With the ultimate goal in sight, the prepared teacher can use the unplanned experience to further pursue the objective for the class session on a given day.
There are many other characteristics of a good teacher which may come up in future posts, but hey, it is only the beginning of the second week. Let's not get crazy!
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