Eric's 5060 Blog

Questions for you

2007-11-04T10:31:00.000-08:00

The areas where we could use some help are in our transitions between questions and what music to have playing. We plan on having a yellow legal pad that we write the next question on with differing locations in the background. Can you suggest some creative locations for the backgrounds and some songs? To get an idea of what we are doing, look at my previous blog entry.

Semester Project Draft

2007-10-30T12:58:00.000-07:00

Our group, Ryan Thorpe, Kasey Ozymy, and Eric Warner, wondered why there are not more videos in the Take 20 style that focus on other English curriculums. We decided to make one that focuses on creative writing. This video is designed for teachers and students of English. Our intention is to provide instruction into the act of teaching and learning creative writing for beginning instructors. We decided to use the Take 20 video as a template from which to create our own version, with a few additions reflective of our personalities.

We are interviewing professors and graduate students/teachers to illustrate the methods and strategies they have used in the past. The questions we have and are asking are included in the outline below. At this time we are still arranging interviews with professors and instructors who have previously taught creative writing classes. We are attempting to cover several areas including fiction, non-fiction, and poetry.

We feel that beginning creative writing instructors will benefit from this video because it will present new and/or different strategies that they could employ. Additionally, it will allow beginning instructors (those that feel this way) to realize that they are not alone. Others have had similar experiences of excitement and anxiety upon entering the arena of teaching creative writing. It is our hope that this video we be provided to all beginning creative writing instructors at Texas Tech University.

Outline

1) Introduction:
- Title
- Directors/Editors/Compilers
- Possible music during intro

2) Interviews:
- Transitions entail video of a legal pad of paper in differing locations with a hand writing out the questions.
- Possible music during transitions
- Questions asked:

1) What was your first day of teaching like?
2) Why did you decide to teach writing?
3) What is the goal of your writing class?
4) If students could only read one story, what would it be?
5) What is the goal of workshop?
6) What did you wish you had known when you’d started?
7) What is your favorite writing prompt?
8) What do you think beginning writers fail to understand?
9) How do you evaluate student’s writing?
10) What do you hope your students gain out of your class?

- Video will switch between interviewees to help reinforce points made.

3) Conclusion:
- Credits/Acknowledgements
- Possible gag reel
- Possible music during credits

The Observation of Everday Activities

2007-10-28T13:11:00.000-07:00

It was amazing. I was sitting at a coffee shop when a West Texas Free Range Hippopotamus walked in. He ordered double decaf half-caf with four shots of espresso and a dash of cinnamon. I thought wow, why decaf? The hippo, I named him Karl, paid with a credit card. It struck me as odd that a West Texas Free Range Hippo would have a credit card. As Karl left, a Russian satellite crashed on top of him. What are the odds of that?! The most amazing thing, Karl did not spill his coffee! Unfortunately, he was dead. So I got a free double decaf half-caf with four shots of espresso and a dash of cinnamon! Awesome!

Okay, I might have exaggerated a bit. I did, in fact, go to a coffee shop. There were several people there. I did name them all Karl. Karl 1 was man in a suit who appeared to be drinking some frozen/blended coffee drink. He was talking on two cell phones each with a Bluetooth headset. He kept switching between calls. It was quite amusing to watch. He would be carrying on a conversation with one person then have to switch to another call on the other phone. He was very busy with some kind of real estate deal. I could not help but think, “I am glad I am not that guy.” I do not need to look more ridiculous than I already do. There were what appeared to be three college students using laptop computers. The first, Karl 2, a brunette woman in shorts and a t-shirt was on myspace.com responding to messages. The second, Karl 3, a black haired guy in cargo pants with numerous strategically placed holes and a t-shirt seemed to writing a paper. The third, Karl 4, was a blonde woman in calf length pants and some kind of shirt with thin shoulder straps. I could not position myself to see what she was working on. What struck me was the number of people who had laptops. Ten years ago, in a similar venue, you would not see the same distribution of technology. The other aspect that I found intriguing was the lack of communication between the patrons of the establishment. Everyone was absorbed in their own worlds. They did not even notice that I had entered and was observing them. Perhaps they did not want to make eye contact, or maybe they were distracted by Karl 1’s strange conversation. It was difficult not to eavesdrop. Apparently, Karl 1 was having difficulties obtaining a permit due to zoning issues. They had to halt construction until the permit was approved and it was costing the company $20,000 a day! I would be concerned as well. After an hour of the this, I decided to leave as nothing new had occurred.

Thoughts on Voice

2007-10-21T10:39:00.000-07:00

The key to using “voice” in an academic setting is to apply it to your individual style of writing. The difficulty is finding your voice or style as it applies to writing. Many teachers/instructors have never found their voice/style. As a result how can they teach their students how to find it? We often discuss how it is essential that students practice reading and writing to improve their skills. We never mention that this should apply to teachers as well. I think voice/style is incredibly important. Voice separates us as individuals. It allows for our personality to come through in our writing. If used properly, an author’s voice/style can be a very potent and engaging quality in a text. Unfortunately, the reverse is also true. Poor use of voice/style can turn a reader away. Finding your own voice/style is not easy. The best way to find it is to read and write. It’s that simple. As teachers, it will be up to us to guide the students to their own voices/styles.

Get out the cattle prod!

2007-10-14T13:46:00.001-07:00

Teaching is the act of educating others. A teacher helps to instill knowledge and skills in their students. Teachers are some of the most valuable members of society. They promote growth and understanding. Teachers allow for students to explore new ideas and ways of thinking. They have an incredible influence on society, whether for better or worse. Think of all the teachers who have made a difference in your life. How did they accomplish this? How did they motivate and/or inspire you? For me, the most influential teachers pushed, prodded, and dragged me to produce my best work. I wanted to make them proud of my work, so I did my best. That is the kind of teacher I want to be, the kind of teacher that students do not want to disappoint.

What comes after this?

2007-10-05T14:23:00.000-07:00

What puzzles me? Hmm…puzzles puzzle me, does that count? Also, how do they get the cream filling in pastries like Ding-dongs and Twinkies? That bugs the crap out of me!

Okay, attempting to be serious. I am curious how do we apply the lessons we learn using TOPIC/ICON at a university that does not use a similar system? I mean not all of us will be attending and/or teaching at large colleges. So how do we apply the skills/knowledge from a mass grading system to the more traditional grading system of smaller colleges? Also, how does an instructor maintain quality grading comments when the student submissions are abysmal? I find that I dread grading because the students’ work is so bad that it is depressing. I keep thinking, oh crap, these are the future leaders of the country!

Is there an end to composition?

2007-09-30T21:34:00.000-07:00

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.

I Am Not Alone: Reaction to the Take 20 Video

2007-09-25T06:45:00.000-07:00

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.

Philosophia

2007-09-23T14:11:00.000-07:00

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.

Facilitation

2007-09-16T15:58:00.000-07:00

“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.

Three Demands...err Concepts

2007-09-02T15:11:00.000-07:00

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!