Sunday, September 30, 2007
Is there an end to composition?
I would argue that there is no “end of composition”. Composition is an ongoing process where the achievement of one skill leads to the development of another. There is no finish line, only the next skill to learn. The most important skill for students to learn is the art of expressing themselves, or to find their voice. Self expression forms the basis from which all other composition skills are derived. The next is to teach students the proper uses of grammar and syntax. Also, to inform them of the other applications to which they can use the skills developed in freshman composition courses. The method that instructors should use to develop students writing abilities is practice. We should have the students practice various types of writing. Another important method is quality feedback on their writing. Students benefit from constructive criticism. Lastly, a positive environment is crucial to the students’ development of good writing skills. The classroom should be open and engaging. Any lesson plan should accommodate these methods.
Tuesday, September 25, 2007
I Am Not Alone: Reaction to the Take 20 Video
The most comforting part of Todd Taylor’s film Take 20: Teaching Writing is it demonstrated to me that I am not alone. Every instructor has anxieties about teaching for the first time. While I may not display my concerns about teaching, I do have them and knowing that highly respected and accomplished professors had similar experiences helps to alleviate my anxieties. I think that the Take 20 video is a valuable asset to all teachers, regardless of discipline, and it should be mandatory viewing for all graduate students pursuing teaching careers.
I like that it provided references to authors and articles that can provide guidance to new teachers, and that the teachers who were video taped offer advice and general methods for instruction. Such as “What are the aims of your writing courses?”, “How do you organize your course syllabus?”, “How do you design a lesson plan?”, and “How do you create a writing assignment?”, to name but a few. All of the sections of the video contained at least some information that new first year composition instructors would find useful. Another interesting observation that I made was the synergy between many of the teachers. They would name the same authors and articles as influential, most of them stated that they still enjoy teaching writing, and that they find teaching students to write is fun. In all of my excitement about applying to and being accepted into graduate school, orientation, grading, and course work, I had forgotten that teaching is supposed to be fun. Take 20 helped to remind me of that.
Stylistically, the video was edited in a way to change the impact of its reception. The black and white sequences are intended more like video diary entries. They are the teachers’ thoughts and opinions on a particular question. The black and white sections feel more relaxed, or not as scripted. In contrast, the sequences in color feel more structured, less organic.
While the Take 20 video is important for all teachers, both current and future, it is only a beginning. I plan on reading several of the articles mentioned in the video to broaden my understanding of the art of teaching writing. Perhaps the most useful purpose of the video is reassurance. I have never taught in a classroom setting with thirty plus students, and the knowledge that some of the best in the field of composition did and still do feel anxieties about teaching is a comfort to me. It also helps to keep in mind that some of the reasons I chose teaching as a profession, is that I enjoy imparting knowledge and seeing that knowledge applied. While I am going to make mistakes, I am more comfortable with that because I have video testimony that others have made them as well.
I like that it provided references to authors and articles that can provide guidance to new teachers, and that the teachers who were video taped offer advice and general methods for instruction. Such as “What are the aims of your writing courses?”, “How do you organize your course syllabus?”, “How do you design a lesson plan?”, and “How do you create a writing assignment?”, to name but a few. All of the sections of the video contained at least some information that new first year composition instructors would find useful. Another interesting observation that I made was the synergy between many of the teachers. They would name the same authors and articles as influential, most of them stated that they still enjoy teaching writing, and that they find teaching students to write is fun. In all of my excitement about applying to and being accepted into graduate school, orientation, grading, and course work, I had forgotten that teaching is supposed to be fun. Take 20 helped to remind me of that.
Stylistically, the video was edited in a way to change the impact of its reception. The black and white sequences are intended more like video diary entries. They are the teachers’ thoughts and opinions on a particular question. The black and white sections feel more relaxed, or not as scripted. In contrast, the sequences in color feel more structured, less organic.
While the Take 20 video is important for all teachers, both current and future, it is only a beginning. I plan on reading several of the articles mentioned in the video to broaden my understanding of the art of teaching writing. Perhaps the most useful purpose of the video is reassurance. I have never taught in a classroom setting with thirty plus students, and the knowledge that some of the best in the field of composition did and still do feel anxieties about teaching is a comfort to me. It also helps to keep in mind that some of the reasons I chose teaching as a profession, is that I enjoy imparting knowledge and seeing that knowledge applied. While I am going to make mistakes, I am more comfortable with that because I have video testimony that others have made them as well.
Sunday, September 23, 2007
Philosophia
We’re supposed to know the difference between philosophies of composition and teaching? Dang it!
A philosophy of teaching is an individual’s ideology of how to teach. It is the methods, tactics, and/or strategies that a teacher uses to impart knowledge and skills.
A philosophy of composition is an individual’s ideology of how to create an original object. It is the methods, tactics, and/or strategies that a person uses to convey knowledge and/or ideas.
While there is overlap between the two philosophies, they have different aims. The philosophy of teaching is far broader in its scope. Its goal is to put into words the means by which a teacher will inform and develop the students’ minds. The philosophy of composition has a narrower vision. Its goal is to develop the students’ voices. To help them find their style. While both philosophies are important and many of the strategies to achieve these goals are similar, it is the end result that differs.
The strategy I would employ in my philosophy is fear. I want my students to have anxiety attacks by the mere thought of coming to my class. I want to look out over my classes and see their despondent faces. In truth, I want my classroom to be a place of inspiration. If I can evoke in even one student a passion for literature, I feel I did my job. The strategies I would utilize to achieve this goal are myriad. I think a combination of lectures, peer work groups, in-class writing assignments, many reports of varying lengths, and a tough reading schedule would form the basis of any course that I will teach. I feel that all of the activities listed are essential to the success of students regardless of the course they are taking.
A philosophy of teaching is an individual’s ideology of how to teach. It is the methods, tactics, and/or strategies that a teacher uses to impart knowledge and skills.
A philosophy of composition is an individual’s ideology of how to create an original object. It is the methods, tactics, and/or strategies that a person uses to convey knowledge and/or ideas.
While there is overlap between the two philosophies, they have different aims. The philosophy of teaching is far broader in its scope. Its goal is to put into words the means by which a teacher will inform and develop the students’ minds. The philosophy of composition has a narrower vision. Its goal is to develop the students’ voices. To help them find their style. While both philosophies are important and many of the strategies to achieve these goals are similar, it is the end result that differs.
The strategy I would employ in my philosophy is fear. I want my students to have anxiety attacks by the mere thought of coming to my class. I want to look out over my classes and see their despondent faces. In truth, I want my classroom to be a place of inspiration. If I can evoke in even one student a passion for literature, I feel I did my job. The strategies I would utilize to achieve this goal are myriad. I think a combination of lectures, peer work groups, in-class writing assignments, many reports of varying lengths, and a tough reading schedule would form the basis of any course that I will teach. I feel that all of the activities listed are essential to the success of students regardless of the course they are taking.
Sunday, September 16, 2007
Facilitation
“Blessed are the teachers, for theirs’ is the greatest gift of all. They give us the means to see the world, not as it is, but as it may be” (Voltaire).
ICON teachers serve an incredibly important function in the university and in the community. They utilize resources (water, paper, ink, oxygen, etc.), purchase products and services (coffee, tea, alcohol, ramen noodles, mac n’ cheese, pay bartenders’ and waiters’ tuitions, etc.) and initiate quasi-intellectual discussions. These activities are integral to the success of a university. In truth, ICON teachers reduce the workload of classroom professors, which enables the department to offer varying and more advanced classes. ICON teachers “facilitate” time. They take over the basic classes so that professors (junior, assistant, tenured, etc.) can teach the more specialized courses. A university that offers a variety of classes receives more money from state and federal agencies which allows for more degree programs, facilities, research, and activities, thereby enriching the university and the experiences of the students.
ICON teachers also provide students with valuable feedback on their work, such as what the student does well and areas where the student can improve. However, I am conflicted about the nature of the feedback. The use of the online system is limiting to the types and breadth of interaction with the student. The writing center allows a level of comfort for the students. They do not have to worry about being penalized for poor writing, but can receive the advice they need to improve. I think we should take our cue from the writing center. I realize that grades must be assigned to student work, but perhaps we should assign fewer grades. As Document Instructor’s, our primary function is to critique and offer advice on students’ work. Instead of issuing grades on every assignment, it would be more useful to the students if DI’s assigned fewer grades, but still reviewed the same amount of student work. For example, the students would still have to turn in the same number of assignments; DI’s would still critique their work, provide advice, and tell the student what grade they would have received. This would allow the student to see where they can improve without being penalized for lack of skills and/or knowledge that can only develop with time and use. This approach mirrors the work done in a writing center. As a precaution, if the students do not turn in every assignment, they would receive some kind of penalty toward their final grade or even fail the class.
A university functions because of the myriad roles teachers perform. They are vital to the success of a college. While this statement may be obvious, I think it is important to remember that we are teachers, and have a responsibility to provide the best learning environment for our students. Our most important role is to “facilitate” education.
ICON teachers serve an incredibly important function in the university and in the community. They utilize resources (water, paper, ink, oxygen, etc.), purchase products and services (coffee, tea, alcohol, ramen noodles, mac n’ cheese, pay bartenders’ and waiters’ tuitions, etc.) and initiate quasi-intellectual discussions. These activities are integral to the success of a university. In truth, ICON teachers reduce the workload of classroom professors, which enables the department to offer varying and more advanced classes. ICON teachers “facilitate” time. They take over the basic classes so that professors (junior, assistant, tenured, etc.) can teach the more specialized courses. A university that offers a variety of classes receives more money from state and federal agencies which allows for more degree programs, facilities, research, and activities, thereby enriching the university and the experiences of the students.
ICON teachers also provide students with valuable feedback on their work, such as what the student does well and areas where the student can improve. However, I am conflicted about the nature of the feedback. The use of the online system is limiting to the types and breadth of interaction with the student. The writing center allows a level of comfort for the students. They do not have to worry about being penalized for poor writing, but can receive the advice they need to improve. I think we should take our cue from the writing center. I realize that grades must be assigned to student work, but perhaps we should assign fewer grades. As Document Instructor’s, our primary function is to critique and offer advice on students’ work. Instead of issuing grades on every assignment, it would be more useful to the students if DI’s assigned fewer grades, but still reviewed the same amount of student work. For example, the students would still have to turn in the same number of assignments; DI’s would still critique their work, provide advice, and tell the student what grade they would have received. This would allow the student to see where they can improve without being penalized for lack of skills and/or knowledge that can only develop with time and use. This approach mirrors the work done in a writing center. As a precaution, if the students do not turn in every assignment, they would receive some kind of penalty toward their final grade or even fail the class.
A university functions because of the myriad roles teachers perform. They are vital to the success of a college. While this statement may be obvious, I think it is important to remember that we are teachers, and have a responsibility to provide the best learning environment for our students. Our most important role is to “facilitate” education.
Sunday, September 2, 2007
Three Demands...err Concepts
What are the three most important concepts in a composition course? Hmmm....ensuring that the students feel fear, despair, and an overwhelming sense of inadequacy? Okay, all joviality aside, the concepts are enthusiasm/knowledge for/of the subject, the ability to inspire/challenge the students, and maintaining an open mind. These concepts were used by my favorite teachers and professors to great success. I thought, “Why reinvent the cylindrical traction, support, and cushioning apparatus?” All of the aforementioned concepts are interconnected and necessary for a successful classroom. Let us examine them individually.
An instructor that is able to at least portray excitement about the subject by demonstrating knowledge of that subject enables the students to appreciate that the course is more than just something that they have to do; the course can be fun and exciting. Students take their cues from the instructor. If the instructor is interested, most students will be as well. For an instructor to be interested, they must also possess a familiarity with the subject. As an undergraduate student, I had several professors who were unfamiliar with their subjects (all non-English classes of course) and as a consequence of that, I was unmotivated to try my best in their classes. Knowledge breeds confidence and confidence denotes enthusiasm, essential elements in a classroom.
The best professors, that I have had the pleasure of learning from, challenged and inspired me to go beyond my comfort zone. While I may have done that begrudgingly, even kicking and screaming, they helped me to produce my best work. Those professors’ best lesson was to never settle for adequate. As a result of their tutelage, I rediscovered a love of learning and the desire to share my knowledge and ideas with others. An instructor has the power to inspire their students by challenging them. Most students, when challenged, will rise to meet it just to see if they can. Reaching students on that level provides for more intriguing class discussion and a sense of pride for both the instructor and the student. These feelings tie into the first concept because they help to reinforce enthusiasm and demonstrate knowledge through its application in the classroom.
Finally, with the ever increasing diversity of college campuses, maintaining an open mind is crucial to a successful classroom. Allowing students to voice their opinions, even if those opinions differ from the instructors’ own, enables the students to feel comfortable. Knowing that they will not be judged for their beliefs, students are willing to voice their thoughts more freely. Some of the best classroom discussions that I have been privy to, involved the whole class debating a topic. These discussions were made possible due to the professor giving us the freedom to speak our minds and gently correcting us when we were wrong, or pushing us to go further than a cursory look at the topic. By allowing us to apply the knowledge we had learned, pushing us beyond mediocrity, and sharing an enthusiasm for the topic, the professors provided a far more interesting and stimulating classroom.
These concepts, enthusiasm/knowledge for/of the subject, the ability to inspire/challenge the students, and maintaining an open mind, are prerequisites for a successful classroom. Now let us see what you think? Come on, don’t be shy. Let me have it! I can take it! Be gentle!
An instructor that is able to at least portray excitement about the subject by demonstrating knowledge of that subject enables the students to appreciate that the course is more than just something that they have to do; the course can be fun and exciting. Students take their cues from the instructor. If the instructor is interested, most students will be as well. For an instructor to be interested, they must also possess a familiarity with the subject. As an undergraduate student, I had several professors who were unfamiliar with their subjects (all non-English classes of course) and as a consequence of that, I was unmotivated to try my best in their classes. Knowledge breeds confidence and confidence denotes enthusiasm, essential elements in a classroom.
The best professors, that I have had the pleasure of learning from, challenged and inspired me to go beyond my comfort zone. While I may have done that begrudgingly, even kicking and screaming, they helped me to produce my best work. Those professors’ best lesson was to never settle for adequate. As a result of their tutelage, I rediscovered a love of learning and the desire to share my knowledge and ideas with others. An instructor has the power to inspire their students by challenging them. Most students, when challenged, will rise to meet it just to see if they can. Reaching students on that level provides for more intriguing class discussion and a sense of pride for both the instructor and the student. These feelings tie into the first concept because they help to reinforce enthusiasm and demonstrate knowledge through its application in the classroom.
Finally, with the ever increasing diversity of college campuses, maintaining an open mind is crucial to a successful classroom. Allowing students to voice their opinions, even if those opinions differ from the instructors’ own, enables the students to feel comfortable. Knowing that they will not be judged for their beliefs, students are willing to voice their thoughts more freely. Some of the best classroom discussions that I have been privy to, involved the whole class debating a topic. These discussions were made possible due to the professor giving us the freedom to speak our minds and gently correcting us when we were wrong, or pushing us to go further than a cursory look at the topic. By allowing us to apply the knowledge we had learned, pushing us beyond mediocrity, and sharing an enthusiasm for the topic, the professors provided a far more interesting and stimulating classroom.
These concepts, enthusiasm/knowledge for/of the subject, the ability to inspire/challenge the students, and maintaining an open mind, are prerequisites for a successful classroom. Now let us see what you think? Come on, don’t be shy. Let me have it! I can take it! Be gentle!
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