What was the most surprising aspect of the book, and why did it surprise you?
As an employee of the university within the Division of Student Affairs, much of the information provided in this book conincided with information we receive on a regular basis. The one portion of the book that provided insight versus surprise is diversity. I found it particularly sad that every minority student interviewed had experienced racism. (p. 60). The perception is that as a staff we have an open mind, treat everyone equal and refrain from comments or looks that may hurt another person. Based on the information obtained during this research, it is apparent that we are not successful in this area.
Greek Life is one component of my department and I will be interested in doing additional research regarding pledging of minority students. I found Pat's story (p. 60 & 61) particularly interesting as I thought about the recent recruitment statistics reported at a staff meeting.
As I do rounds with the Memorial Union, I see firsthand "Who Eats with Whom." It is not uncommon for someone to share one of the large tables with another group and the group goes about their conversation without engaging the person at the other end of the table.
Our division is responsible for weeks of welcome, Friday and Saturday alcohol alternative programs, and the majority of other programs offered on campus. It is generally the same group of students that attend every week. Once in a while new students will join. I guess this just concludes in my mind that what we experience is the norm at AnyU.
In light of the challengs faced by undergraduate students highlighted in the book. what advice would you give new college instructors?
I would advise a new instructor to have a sense of understanding when it comes to teaching freshman students. Many of these students are experiencing a number of changes within their personal life and may not be dealing with these changes very well. They are also dealing with peer pressure with drinking, drugs and other related activities with a new found independence. With a strong sense of understanding the instructor can be a wonderful resource for a struggling student.
Secondly, I would tell them to set attainable goals for themselves. Many new instructors come into the position ready to conquer the world. A new instructor must be firm, not rigid, to keep control of the class. They should be open to ideas and feedback from students. I would also give them a tip about advice that we are given on a regular basis, when in need of advice seek it from those in a higher position than yourself. Of course, I would suggest seeking someone that has similar values and is a person you respect and trust.
Lastly, be patient. Each class brings a set of unique students with a unique set of goals and problems. Patience and deep breathing can be one of the best solutions to a frustrating situation.
Has this book changed your perspective on undergraduate students: If no, why not? If so, how so?
I believe I have a very clear perspective on undergraduate students. The leadership programs I am involved with work with incoming students prior to arriving at campus. We talk about the fears of acceptance, how to deal with a bad roommate situation, what it means to be an alcohol free campus and the list goes on. We have a clear understanding of what they fear the most and the mission of our program is to dispel some of their fears as well as provide a network of students they will know the first day of school. This has been very successful for students that have attended this program.
The information provided by Rebekah Nathan supports information we already have about freshman students. There is a common belief among Student Affairs professionals that we have a thorough understanding of what students want and need. The problem is that often, we are at opposite ends of the spectrum. This is a great book for reminding us how off base we can be at times.
Monday, November 16, 2009
Thursday, November 5, 2009
Blog 10
I am very interested in teaching online courses when I complete this certificate program. I found the section on helping student succeed with online courses very beneficial and informative. The suggestions provided will be very helpful as a beginning instructor of online courses. I love the management plan and feel that is beneficial to myself as a student. The steps the author outlined are very complete.
As a new instructor, any tools provided within our readings have been most beneficial as I prepare courses to teach in the future.
Ethics is a very important topic in both the classroom and workplace. We have attended numerous workshops and seminars on this subject and continue to learn. I am particularly interested in respecting confidentiality and having a clear understanding of what this means. In our workplace, it is imperative we know and understand all the laws pertaining to confidentiality of student records, grades and consent forms they may have signed. The author lightly touched on this subject and I believe additional information for new instructors might be an area for additional readings and understanding. We practice the strictest adherence to this within our work environment and I know that same practice would carry over into my classroom.
Lastly, I believe as an instructor I must be open to feedback regarding my teaching style, classroom management and grading process. If I am not willing to hear the feedback, I am doing myself and my studnts a disservice. I thought the author pointed out some great tips about soliciting feedback and how to use the information. I generally am a very open minded person that seeks feedback throughout the course of my leadership programs.
As a new instructor, any tools provided within our readings have been most beneficial as I prepare courses to teach in the future.
Ethics is a very important topic in both the classroom and workplace. We have attended numerous workshops and seminars on this subject and continue to learn. I am particularly interested in respecting confidentiality and having a clear understanding of what this means. In our workplace, it is imperative we know and understand all the laws pertaining to confidentiality of student records, grades and consent forms they may have signed. The author lightly touched on this subject and I believe additional information for new instructors might be an area for additional readings and understanding. We practice the strictest adherence to this within our work environment and I know that same practice would carry over into my classroom.
Lastly, I believe as an instructor I must be open to feedback regarding my teaching style, classroom management and grading process. If I am not willing to hear the feedback, I am doing myself and my studnts a disservice. I thought the author pointed out some great tips about soliciting feedback and how to use the information. I generally am a very open minded person that seeks feedback throughout the course of my leadership programs.
Thursday, October 29, 2009
October 29 Blog
I found the discussion on experential learning very informative and beneficial. The author provided an in-depth summary of the six facets describing the teacher in this pedagogy. My role as the "project manager" within our leadership programs encompassed each of the six facets. We created the environment where I was an expert in the event planning area. Along with the various roles of the "project manager" or teacher we incorporated various leadership styles. As I read this chapter, I reflected about my role as an expert, facilitator, person, ego ideal, formal authority and social agent. In direct correlation to my role as the teacher changing each week, student interaction changed as well. It provided a very unique opportunity for students to learn from what they were experiencing and how it all came together. We found this method to be very successful and that is why I would incorporate it in my courses.
The course I am designing will utilize experential learning as students will be in a "hands-on" event planning project.
Distance education has been an integral part of both my undergraduate and graduate degree. I have had the opportunity to be in a classroom with the instructor as well as in a virtual classroom participating in the class via video streaming. With the current state of the economy, I believe distance education provides an opportunity for a large number of students to complete degrees without incurring additional expenses related to travel to and from the classroom site or use of personal time from their jobs. It is particularly important with winters in our area and inclement travel conditions. Students may go to their local high school to participate in class and have a few blocks to travel versus a lengthy commute from Fargo to their home.
I would love the opportunity to teach an adult education course at some point and would incorporate distance education into my coursse development. I believe it provides an opportunity for individuals that would like to participate that normally would not commute for the class.
I am currently enrolled in Instruction Technology/Teaching/Learning course. In a few short weeks, I have learned about virtual classrooms, social networks, mind mapping and the list goes on. I feel that technology will continue to provide virtual classrooms and it will be a challenge for teachers to keep up with the latest trends. I would incorporate this in as many of my courses as possible.
Lastly, I am excited about the mid term feedback opportunity in this class. The author provided a number of suggestions for us in methods of obtaining the feedback and I believe written feedback may be the method I would chose personally. There are times, however, as a student when I am not comfortable providing feedback based on interactions with an instructor. I believe as an instructor if I ask for feedback, I need to be prepared for what I may hear or read. The list the author provided about reading your evaluations and keeping negative evaluations in check was very beneficial and is something I will keep and use regularly. Although it is written in the context of evaluations, I feel it is a tool I can incorporate into my daily routine to keep things in check.
The course I am designing will utilize experential learning as students will be in a "hands-on" event planning project.
Distance education has been an integral part of both my undergraduate and graduate degree. I have had the opportunity to be in a classroom with the instructor as well as in a virtual classroom participating in the class via video streaming. With the current state of the economy, I believe distance education provides an opportunity for a large number of students to complete degrees without incurring additional expenses related to travel to and from the classroom site or use of personal time from their jobs. It is particularly important with winters in our area and inclement travel conditions. Students may go to their local high school to participate in class and have a few blocks to travel versus a lengthy commute from Fargo to their home.
I would love the opportunity to teach an adult education course at some point and would incorporate distance education into my coursse development. I believe it provides an opportunity for individuals that would like to participate that normally would not commute for the class.
I am currently enrolled in Instruction Technology/Teaching/Learning course. In a few short weeks, I have learned about virtual classrooms, social networks, mind mapping and the list goes on. I feel that technology will continue to provide virtual classrooms and it will be a challenge for teachers to keep up with the latest trends. I would incorporate this in as many of my courses as possible.
Lastly, I am excited about the mid term feedback opportunity in this class. The author provided a number of suggestions for us in methods of obtaining the feedback and I believe written feedback may be the method I would chose personally. There are times, however, as a student when I am not comfortable providing feedback based on interactions with an instructor. I believe as an instructor if I ask for feedback, I need to be prepared for what I may hear or read. The list the author provided about reading your evaluations and keeping negative evaluations in check was very beneficial and is something I will keep and use regularly. Although it is written in the context of evaluations, I feel it is a tool I can incorporate into my daily routine to keep things in check.
Thursday, October 22, 2009
October 22
In my course, students would be required to write a weekly report on the progress of their committee. The course is an event planning course and each committee would be responsible for reporting each week in writing the progress made. I would consider this low-stakes writing.
In addition, each committee would be required to compile a final report including all aspects of the committee work including budget, highlighting steps along the way, etc. This would be a more complex manual. I would consider this high-stakes writing.
A reflective essay about the course would be one additional writing assignment for the class.
Grading for each of the writing assignments would entail appropriate grammer and spelling along with all components of a final project assignment.
In an event planning course, it is very important for participants to understand one another and how they work. We would complete a learning styles workshop. This is a great exerecise that helps us understand how others process information. It enables the group to identify styles within their committee as well as learning styles that may be absent from their particular group. The other component of the workshop includes a stretching exercise teaching them how to adapt their learning style for the cohesiveness of the group.
Simulations and group projects would compliment learning for this course. The group will plan a large event and work in various committees including logistics, marketing, finance, and presenters. This is a great opportunity for students to challenge themselves and participate in a committee outside of their comfort level.
2. The tips provided on page 243 of our text reagrding use of power point are excellent. As both a student and presenter I have learned first hand about which cool backgrounds are not the best for readability. Each item discussed are items that I have learned throughout the course of both my undergraduate and graduate degree. How many words per slide are to many, how much animation is to much, what colors are best for the background and words, and to face the audience when presenting versus looking at the slide. In addition, my back up plan is to email the slide to both my personal and school email along with a flash drive. Lastly, I bring a hard copy of the slide show. This enables me to do my presentation with or without equipment.
I am a hands on person and love taking assessments and learning about myself. How do I work with a team, what is my learning style, how do I contribute in a team environment and the list goes on. We have had two activities thus far that stick out in my mind. We learned basic CPR and we learned about our personality. We have learned throughout our leadership programs that students relate to students moreso than students relating to staff. Our programs have been very successful with students in the leadership role and staff in an advising capacity. This agrees completely with the author's suggestions on how to be an effective group. These are my favorite type of activities and believe I would be most effective in utilizing these types of activities in my programs.
In addition, each committee would be required to compile a final report including all aspects of the committee work including budget, highlighting steps along the way, etc. This would be a more complex manual. I would consider this high-stakes writing.
A reflective essay about the course would be one additional writing assignment for the class.
Grading for each of the writing assignments would entail appropriate grammer and spelling along with all components of a final project assignment.
In an event planning course, it is very important for participants to understand one another and how they work. We would complete a learning styles workshop. This is a great exerecise that helps us understand how others process information. It enables the group to identify styles within their committee as well as learning styles that may be absent from their particular group. The other component of the workshop includes a stretching exercise teaching them how to adapt their learning style for the cohesiveness of the group.
Simulations and group projects would compliment learning for this course. The group will plan a large event and work in various committees including logistics, marketing, finance, and presenters. This is a great opportunity for students to challenge themselves and participate in a committee outside of their comfort level.
2. The tips provided on page 243 of our text reagrding use of power point are excellent. As both a student and presenter I have learned first hand about which cool backgrounds are not the best for readability. Each item discussed are items that I have learned throughout the course of both my undergraduate and graduate degree. How many words per slide are to many, how much animation is to much, what colors are best for the background and words, and to face the audience when presenting versus looking at the slide. In addition, my back up plan is to email the slide to both my personal and school email along with a flash drive. Lastly, I bring a hard copy of the slide show. This enables me to do my presentation with or without equipment.
I am a hands on person and love taking assessments and learning about myself. How do I work with a team, what is my learning style, how do I contribute in a team environment and the list goes on. We have had two activities thus far that stick out in my mind. We learned basic CPR and we learned about our personality. We have learned throughout our leadership programs that students relate to students moreso than students relating to staff. Our programs have been very successful with students in the leadership role and staff in an advising capacity. This agrees completely with the author's suggestions on how to be an effective group. These are my favorite type of activities and believe I would be most effective in utilizing these types of activities in my programs.
Thursday, October 15, 2009
10/15 Blog
The reading in Teaching Tips this week ring very true to our workplace environment. Our staff works with factors of motivation on a regular basis. We are asked to identify how we find value. Along with how are we motivated.
As a staff we practice both attribution theory and expectancy value theory. Our Director is a visionary in leadership and works with each of us on an individual basis identifying our stregnths and areas for improvement. Based on our personal development, those of us which supervise staff are charged with student development.
One of the major goals for student development is to determine the student needs and how we meet them. How is each of our student motivated?
I find the similarities between the teaching tips and our workplace environment very interesting. It appears to me that tips and techniques we learn in this class can be used in the workplace and not just a classroom. Yes, you may have to make adaptations but the concept is the same.
Although I am not in a classroom, I work with students planning their events on a daily basis. Much of the discussion in the second chapter of our reading applies to my job. Listening and understanding what the student needs are is the first step we take. My staff and myself often find ourselves working with many cultural differences and helping them understand our policies and procedures presents it own set of challenges. I am grateful for the suggestions offered in our text and share information with my staff on a regular basis in regard to working with students and understanding their needs.
Leaner-centered learning is a neat concept. I truly believe that at times professors can get stuck in ruts (per say) and maintain an attitude of why fix it if it is not broken. I tink in these situations it may be beneficial to both the student and instructor if they listen to student input. It may present an opportunity to challenge the instructor to think outside the box or create new ways on presenting information. In addition, it may also spark renewed interest on the part of the instructor.
As a staff we practice both attribution theory and expectancy value theory. Our Director is a visionary in leadership and works with each of us on an individual basis identifying our stregnths and areas for improvement. Based on our personal development, those of us which supervise staff are charged with student development.
One of the major goals for student development is to determine the student needs and how we meet them. How is each of our student motivated?
I find the similarities between the teaching tips and our workplace environment very interesting. It appears to me that tips and techniques we learn in this class can be used in the workplace and not just a classroom. Yes, you may have to make adaptations but the concept is the same.
Although I am not in a classroom, I work with students planning their events on a daily basis. Much of the discussion in the second chapter of our reading applies to my job. Listening and understanding what the student needs are is the first step we take. My staff and myself often find ourselves working with many cultural differences and helping them understand our policies and procedures presents it own set of challenges. I am grateful for the suggestions offered in our text and share information with my staff on a regular basis in regard to working with students and understanding their needs.
Leaner-centered learning is a neat concept. I truly believe that at times professors can get stuck in ruts (per say) and maintain an attitude of why fix it if it is not broken. I tink in these situations it may be beneficial to both the student and instructor if they listen to student input. It may present an opportunity to challenge the instructor to think outside the box or create new ways on presenting information. In addition, it may also spark renewed interest on the part of the instructor.
Thursday, October 8, 2009
October 8 Blog
I believe when we think of students, we envision our students to be the perfect student there to gain knowledge and skills. Students with prolems are not the first thing to enter your mind.
The discussion highlighted different problems students may be dealing with and gave some tips on how to handle the various situations. I am an observer and have personally witnessed the majority of the behaviors from students in my classes. As a fellow student, I just listen to the student and noted the instructor doing the same.
The portion of the chapter dealing on reactions to sensitive topics was of particular interest to me. This is something we deal with on a daily basis in our workplace. The author gave some good tips on how to handle these situations that I can apply to both my work and in the classroom.
We recently had a display on campus that created numerous reactions from students. Based on the reactions, the group which opposed the displays handed out material across the street. I know this is on a much larger scale than a topic in the classroom but I truly feel that what we learn about teaching from our readings can be applied to every day life.
Talking to colleagues is also a great way to learn how they address these types of situations. We can always learn from one another.
When it comes to meeting with students I generally have a set routine in place. I require them to set an appointment during working hours, require them to check in with the receptionist, leave the door open an inch or two and always make sure there are other staff members in the office complex when I have meetings.
I also require my student staff that works late to follow a similar process. First, you must protect yourself at all times. By this, I mean, create a safe environment for everyone by having other people in the office complex should the situation turn bad.
I may look at student meetings quite differently than others based on my experience with supervising full time staff. There have been a number of situations where an employee was being released and during some of those conversations I had another person with me. It is just better to proceed with caution and take the necessary measures to protect both yourself and the university from any type of law suit. I view meeting with students very similar.
I discussed plagerism in an earlier log. I have faith that the majority of students may forget to add a reference versus intentionally leave it out. I have been very fortunate with my instructors talking with me and asking about a reference I may have missed. It is part of their grading process and it helps jog my memory when I am writing to make sure I have included all my sources.
Some of the problems with plagerism may be eliminated if there were short courses offered in proper ways to use internet sources and citing them. This may be just the boost a student may need to do it correctly.
The discussion highlighted different problems students may be dealing with and gave some tips on how to handle the various situations. I am an observer and have personally witnessed the majority of the behaviors from students in my classes. As a fellow student, I just listen to the student and noted the instructor doing the same.
The portion of the chapter dealing on reactions to sensitive topics was of particular interest to me. This is something we deal with on a daily basis in our workplace. The author gave some good tips on how to handle these situations that I can apply to both my work and in the classroom.
We recently had a display on campus that created numerous reactions from students. Based on the reactions, the group which opposed the displays handed out material across the street. I know this is on a much larger scale than a topic in the classroom but I truly feel that what we learn about teaching from our readings can be applied to every day life.
Talking to colleagues is also a great way to learn how they address these types of situations. We can always learn from one another.
When it comes to meeting with students I generally have a set routine in place. I require them to set an appointment during working hours, require them to check in with the receptionist, leave the door open an inch or two and always make sure there are other staff members in the office complex when I have meetings.
I also require my student staff that works late to follow a similar process. First, you must protect yourself at all times. By this, I mean, create a safe environment for everyone by having other people in the office complex should the situation turn bad.
I may look at student meetings quite differently than others based on my experience with supervising full time staff. There have been a number of situations where an employee was being released and during some of those conversations I had another person with me. It is just better to proceed with caution and take the necessary measures to protect both yourself and the university from any type of law suit. I view meeting with students very similar.
I discussed plagerism in an earlier log. I have faith that the majority of students may forget to add a reference versus intentionally leave it out. I have been very fortunate with my instructors talking with me and asking about a reference I may have missed. It is part of their grading process and it helps jog my memory when I am writing to make sure I have included all my sources.
Some of the problems with plagerism may be eliminated if there were short courses offered in proper ways to use internet sources and citing them. This may be just the boost a student may need to do it correctly.
Oct 1 Blog
Based on the readings, it appears to me that grading is a very complicated part of teaching. I understand what test anxiety can do to a student and their potential on tests.
I found the sections on constructing a test very interesting. In particular, disciplines that use problems for their tests have challenges if they use problems for their test. Both from the reading and personal experience, I know setting up the problem correctly can be 3/4 of the problem and if it is done incorrectly, you will not be successful in completing the problem for the right solution.
I thought the idea of setting up the problem as the question without requiring them to calculate was a good point. To me, if a student is struggling setting up problems, this is a great time to either set a time to work one on one with the student and/or possibly find them a tutor. I guess I would look at it as a student learning and how can I accomplish that as a teacher. Sometimes taking a step back and reviewing the teaching process, I believe the solution will present itself.
The wonderful essay questions pose another challenge for both teacher and student. If I were using an essay question for a test, I would make sure I had specific points that were required in the answer to assist in weeding through the paragraphs of answers. There is a perception that on an essay question you can write your way through the problem and may not ever answer the question. I feel setting the expectation and requirements for answers may eliminate some of these perceptions and equip students with the necessary tools to answer the questions.
I liked the idea of grading in teams. Sometimes a fresh set of eyes reading material can be just what a teacher needs. It just sounded like a great idea.
I really apprecaited the section on coping with test anxiety. I personally suffer from this and can literally put myself into such a state that I end up with a racing heart rate and utlimately can't function well enough to even take the exam at the appropriate time. I will actually take this information and apply it to myself in both capacities as an instructor and student.
I enjoyed the section of the article where the author discussed counting off for late papers. I understand time management and deadlines, however, when a person works full time and attends school, time is managed by work. I personally have a very demanding position supervising student staff which keep the building open from 5 - 11 p.m. during the week and until 1 a.m. on both Friday and Saturday night. We have been hit pretty hard with absences with the current flu going around and my job requires those slots are filled. I may have all the good intentions in the world and two sick students turn my world upside down.
I found many helpful things within the article that I will take forward when I am in a teaching capacity. It appears that once you develop your own teaching philosophy and style, it is a good practice to assess teaching. Student learning is a key component of the programs we offer and that is where I am involved in a teaching capacity. It is a little different than actual classroom time, however, we still work on teaching skills to the students.
The critical points recapped on page 171 of the article were very informative and great tools. I found the article quite enjoyable.
I found the sections on constructing a test very interesting. In particular, disciplines that use problems for their tests have challenges if they use problems for their test. Both from the reading and personal experience, I know setting up the problem correctly can be 3/4 of the problem and if it is done incorrectly, you will not be successful in completing the problem for the right solution.
I thought the idea of setting up the problem as the question without requiring them to calculate was a good point. To me, if a student is struggling setting up problems, this is a great time to either set a time to work one on one with the student and/or possibly find them a tutor. I guess I would look at it as a student learning and how can I accomplish that as a teacher. Sometimes taking a step back and reviewing the teaching process, I believe the solution will present itself.
The wonderful essay questions pose another challenge for both teacher and student. If I were using an essay question for a test, I would make sure I had specific points that were required in the answer to assist in weeding through the paragraphs of answers. There is a perception that on an essay question you can write your way through the problem and may not ever answer the question. I feel setting the expectation and requirements for answers may eliminate some of these perceptions and equip students with the necessary tools to answer the questions.
I liked the idea of grading in teams. Sometimes a fresh set of eyes reading material can be just what a teacher needs. It just sounded like a great idea.
I really apprecaited the section on coping with test anxiety. I personally suffer from this and can literally put myself into such a state that I end up with a racing heart rate and utlimately can't function well enough to even take the exam at the appropriate time. I will actually take this information and apply it to myself in both capacities as an instructor and student.
I enjoyed the section of the article where the author discussed counting off for late papers. I understand time management and deadlines, however, when a person works full time and attends school, time is managed by work. I personally have a very demanding position supervising student staff which keep the building open from 5 - 11 p.m. during the week and until 1 a.m. on both Friday and Saturday night. We have been hit pretty hard with absences with the current flu going around and my job requires those slots are filled. I may have all the good intentions in the world and two sick students turn my world upside down.
I found many helpful things within the article that I will take forward when I am in a teaching capacity. It appears that once you develop your own teaching philosophy and style, it is a good practice to assess teaching. Student learning is a key component of the programs we offer and that is where I am involved in a teaching capacity. It is a little different than actual classroom time, however, we still work on teaching skills to the students.
The critical points recapped on page 171 of the article were very informative and great tools. I found the article quite enjoyable.
Thursday, September 24, 2009
Blog # 4
One area of grading that I struggle with is group work. I personally have been assiged to a group and there were several members that left the rest of us do the work and they hung on for the ride. Fortunately, in one particular case, the professor caught this and graded accordingly. In other instances, if the group project did not meet standards, the entire group suffered even though some did their part and others did not.
I understand the importance of group work but believe it poses the most problems for grading. As an instructor you have to be very observant when the group presents or observe when the group has time to work during class.
On the other hand, I have been part of a group that totally jelled and put together a great project. There definitely are two sides of the coin on this topic.
The other point I would like to make is regarding correcting papers. I found it very helpful when one of my instuctors would return the paper for modification electronically and included specific notes regarding what the problem was. This was very beneficial for me to see what I had done incorrectly and learned while making the corrections.
The last topic for my blog is plagarism. I understand this fully, however, I believe that it is the easiest to make a mistake on without being intentional. There are those that just plain and simply copy but I find this is one area I struggle with as a student. I tend to get things put together and inadvertently miss one of my sources. Thankfully, I have had the ability to rectify the situation when I have missed a source but clearly understand that is not always the case.
This would be a challenging area for me as an instructor. I believe I would talk to the student and get an sense if they were intentional about copying work or if they genuinely missed it. The object of teaching is student learning and how are we helping them learn and develop if we do not have conversations with them about topics such as this.
I understand the importance of group work but believe it poses the most problems for grading. As an instructor you have to be very observant when the group presents or observe when the group has time to work during class.
On the other hand, I have been part of a group that totally jelled and put together a great project. There definitely are two sides of the coin on this topic.
The other point I would like to make is regarding correcting papers. I found it very helpful when one of my instuctors would return the paper for modification electronically and included specific notes regarding what the problem was. This was very beneficial for me to see what I had done incorrectly and learned while making the corrections.
The last topic for my blog is plagarism. I understand this fully, however, I believe that it is the easiest to make a mistake on without being intentional. There are those that just plain and simply copy but I find this is one area I struggle with as a student. I tend to get things put together and inadvertently miss one of my sources. Thankfully, I have had the ability to rectify the situation when I have missed a source but clearly understand that is not always the case.
This would be a challenging area for me as an instructor. I believe I would talk to the student and get an sense if they were intentional about copying work or if they genuinely missed it. The object of teaching is student learning and how are we helping them learn and develop if we do not have conversations with them about topics such as this.
Thursday, September 17, 2009
Blog 3
I personally struggle with completing the readings for any class I am enrolled in. My perception is that a majority of students may have some of the same issues with time management. I think the author pointed out some great tips to help get students engaged in the readings, however, it is ultimately up to the student to get this accomplished.
Discussions can be a great way to get students involved. One thing that I have become very aware of is how individuals process things. We have had a number of workshops and seminars on learning styles and how individuals process questions. I tend to reply very quickly to a question and struggle as a facilitator with the time frame some individuals require to process the question and compile their response. I truly believe that this could lead to some individuals not participating in class as the discussion moves to quickly for them. By the time they internalize the question and prepare to answer, the discussion may have already moved on to another topic and they can feel that it is to late to provide their input or answer.
Another concept facilitators or instructors may struggle with is emotional reactions and conflict that may arise from that. An instructor should be equipped with a set of tools to assist with these types of situations. It would be a hard skill to learn but I believe is imperative to the success of a discussion.
I think an instructor can be setting themselves up by leading a discussion with a question. You run the risk that there will not be a response and the discussion will not progress.
Notetaking can be a challenge for students. I am one of those that tries to take down every word and can get frustrated when things move quickly.
A solution may be to offer through one of the tutoring program a course on note taking and time management for those struggling with accomplishing reading or missing information from notes.
Very interesting readings for this week.
Discussions can be a great way to get students involved. One thing that I have become very aware of is how individuals process things. We have had a number of workshops and seminars on learning styles and how individuals process questions. I tend to reply very quickly to a question and struggle as a facilitator with the time frame some individuals require to process the question and compile their response. I truly believe that this could lead to some individuals not participating in class as the discussion moves to quickly for them. By the time they internalize the question and prepare to answer, the discussion may have already moved on to another topic and they can feel that it is to late to provide their input or answer.
Another concept facilitators or instructors may struggle with is emotional reactions and conflict that may arise from that. An instructor should be equipped with a set of tools to assist with these types of situations. It would be a hard skill to learn but I believe is imperative to the success of a discussion.
I think an instructor can be setting themselves up by leading a discussion with a question. You run the risk that there will not be a response and the discussion will not progress.
Notetaking can be a challenge for students. I am one of those that tries to take down every word and can get frustrated when things move quickly.
A solution may be to offer through one of the tutoring program a course on note taking and time management for those struggling with accomplishing reading or missing information from notes.
Very interesting readings for this week.
Thursday, September 10, 2009
Blog 2
This chapter helped me to clarify how to put a class or session together. I am applying to using this information as I work with Leadership programs with my job. I currently do not teach a class but am very involved with these programs. The information outlined in this chapter is very beneficial in planning my weekly meetings with each group.
I now understand the importance of developing goals, which drives the lesson plan which in turn drives the format for the class.
I generally do not use a power point for these programs. I find it most beneficial to discuss the progress of the project on each day and outline the expectations and goals for the next week.
Starting a meeting or class on time is very important to me and I will generally set the start time for my portion of the program with an odd time such as 3:28 p.m. Students tend to remember an odd time versus the usual on and off the hour.
Each session we tend to problem solve areas that the students are struggling with. This offers all participants, not just the committee assigned to the specific area, to provide input.
The information in the first chapter helped to clarify the specifics for each program.
Chapter 4
When I facilitate a discussion with students in a program or students I supervise, I place a requirement that each student must share at the meeting. It really helps the introverts to plan ahead and know the expectation is there that they will be required to share at the meeting.
This has been very successful for me. It also helps to engage students that tend to sit back and let those that continually express their opinion to have some quiet time.
Chaper 6
The information in this chapter was new information for me. My position at NDSU involves event planning and affords me the opportunity to work with groups to plan events where they have guest speakers and many other events. The author did a great job in outlining this in the text.
As part of my assessment of the programs and meetings, I provide the students with various types of assessments to provide feedback to me about how I communicate with them, how the program is going and any other comments they may want to make. This has been successful with the programs.
I enjoy the text and how it outlines each specific area. It is easy to take the information and utilize it in facilitating a program versus actual classroom.
I now understand the importance of developing goals, which drives the lesson plan which in turn drives the format for the class.
I generally do not use a power point for these programs. I find it most beneficial to discuss the progress of the project on each day and outline the expectations and goals for the next week.
Starting a meeting or class on time is very important to me and I will generally set the start time for my portion of the program with an odd time such as 3:28 p.m. Students tend to remember an odd time versus the usual on and off the hour.
Each session we tend to problem solve areas that the students are struggling with. This offers all participants, not just the committee assigned to the specific area, to provide input.
The information in the first chapter helped to clarify the specifics for each program.
Chapter 4
When I facilitate a discussion with students in a program or students I supervise, I place a requirement that each student must share at the meeting. It really helps the introverts to plan ahead and know the expectation is there that they will be required to share at the meeting.
This has been very successful for me. It also helps to engage students that tend to sit back and let those that continually express their opinion to have some quiet time.
Chaper 6
The information in this chapter was new information for me. My position at NDSU involves event planning and affords me the opportunity to work with groups to plan events where they have guest speakers and many other events. The author did a great job in outlining this in the text.
As part of my assessment of the programs and meetings, I provide the students with various types of assessments to provide feedback to me about how I communicate with them, how the program is going and any other comments they may want to make. This has been successful with the programs.
I enjoy the text and how it outlines each specific area. It is easy to take the information and utilize it in facilitating a program versus actual classroom.
Thursday, September 3, 2009
Blog 1
Chapter 2 - First Day
I found the information to be a great review of expectations and some very helpful tools in preparing for the first day.
The information under "Your Gender" and "Your Race and Culture" provided some great insight about student behavior. It is very helpful to know which students are less likely to speak up in class as well as how some students aim to intimidate teachers. If you take this information and apply it, you are well equipped to head off potential pitfalls as a new teacher.
As a professional in the Student Affairs Division, we are well equipped with ice breakers and grouop activities. We utilize these on a regular basis with student employees and staff.
Teaching Tips
The timeline provided was very beneficial and a great guide to someone who currently is not a teacher.
I like the University of New York at Buffalo acronym for syllabus construction. It is easy to remember and creates a clear guide to use in creating a syllabus.
I found the information to be a great review of expectations and some very helpful tools in preparing for the first day.
The information under "Your Gender" and "Your Race and Culture" provided some great insight about student behavior. It is very helpful to know which students are less likely to speak up in class as well as how some students aim to intimidate teachers. If you take this information and apply it, you are well equipped to head off potential pitfalls as a new teacher.
As a professional in the Student Affairs Division, we are well equipped with ice breakers and grouop activities. We utilize these on a regular basis with student employees and staff.
Teaching Tips
The timeline provided was very beneficial and a great guide to someone who currently is not a teacher.
I like the University of New York at Buffalo acronym for syllabus construction. It is easy to remember and creates a clear guide to use in creating a syllabus.
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