Monday, 9/30
Hola, mi amigo! I sort've missed taking Spanish classes. The activities in there were always so fun. I think I'd like to incorporate that "funness" into my own class. Today's class wasn't as fun as I hope and know I can be as an instructor.
I think the reason I want things to be fun is because fun means active interest, which is something that probably needs to be present when we're talking about reciprocal communication. I want an open dialogue, free exchange and an unencumbered conversation with my students; the exchange between student and instructor should be about exploring the material together.
I had them bring 3 sources to class, such as their primary text. I had them post them to a discussion board so that I could briefly check them out to make sure they were okay. It took a long time, and not everyone submitted, so I think I need to think of better ways of doing things like that.
We played Sean Blanda's game again today, the silly game from The "Other Side" is Not Dumb article. The game itself is called the "controversial opinions" game. They had to give silly opinions, but ones which had definite sides; I gave the example of I hate cold ketchup. They seemed to have a really good time with it. I found it fun listening to them talk about their opinions and watching them generate genuine interest in asking questions as opposed to arguing.
Wednesday, 10/2
We watched a short video from the #WeAre campaign at OU, since we talked about the Blackface incident and I felt that they went in conjunction with each other. I wanted to work on synthesis, but I found that pushing them towards working on inquiry as opposed to argument was a more suitable approach for today.
I think it was a good day.
Friday, 10/4
I finally returned their Unit 1 papers. It took SO long to grade. I've talked with Silke (my teaching advisor) about it quite a bit. I think I take too long because I'm overworking myself and spending so much time on each page of each individual essay. I have to remember that they are my students, not my peers; their expectations are vastly different in terms of feedback.
It's kind've difficult to cut back on the amount of time that I spend on grading their papers, because I have found that I believe in pointing out the errors and writing out why it was an error and giving suggestions to fix it. A lot of my students wrote in the first week, in their opinions about writing, that they had recieved bad grades or a red 'x' without information on why it was wrong or how to fix it. I didn't want them to relive that experience, but I think in my efforts to be better, I've punished myself, in a way.
It's something to think about. I think it helps point to the way that I view education as a place for exploration, and exploration can have missteps, but there is a learning involved. This learning is more about revealing or discovering. This view of education needs to be fleshed out more, but it feels like something that I strongly value and believe in.
Hola, mi amigo! I sort've missed taking Spanish classes. The activities in there were always so fun. I think I'd like to incorporate that "funness" into my own class. Today's class wasn't as fun as I hope and know I can be as an instructor.
I think the reason I want things to be fun is because fun means active interest, which is something that probably needs to be present when we're talking about reciprocal communication. I want an open dialogue, free exchange and an unencumbered conversation with my students; the exchange between student and instructor should be about exploring the material together.
I had them bring 3 sources to class, such as their primary text. I had them post them to a discussion board so that I could briefly check them out to make sure they were okay. It took a long time, and not everyone submitted, so I think I need to think of better ways of doing things like that.
We played Sean Blanda's game again today, the silly game from The "Other Side" is Not Dumb article. The game itself is called the "controversial opinions" game. They had to give silly opinions, but ones which had definite sides; I gave the example of I hate cold ketchup. They seemed to have a really good time with it. I found it fun listening to them talk about their opinions and watching them generate genuine interest in asking questions as opposed to arguing.
Wednesday, 10/2
We watched a short video from the #WeAre campaign at OU, since we talked about the Blackface incident and I felt that they went in conjunction with each other. I wanted to work on synthesis, but I found that pushing them towards working on inquiry as opposed to argument was a more suitable approach for today.
I think it was a good day.
Friday, 10/4
I finally returned their Unit 1 papers. It took SO long to grade. I've talked with Silke (my teaching advisor) about it quite a bit. I think I take too long because I'm overworking myself and spending so much time on each page of each individual essay. I have to remember that they are my students, not my peers; their expectations are vastly different in terms of feedback.
It's kind've difficult to cut back on the amount of time that I spend on grading their papers, because I have found that I believe in pointing out the errors and writing out why it was an error and giving suggestions to fix it. A lot of my students wrote in the first week, in their opinions about writing, that they had recieved bad grades or a red 'x' without information on why it was wrong or how to fix it. I didn't want them to relive that experience, but I think in my efforts to be better, I've punished myself, in a way.
It's something to think about. I think it helps point to the way that I view education as a place for exploration, and exploration can have missteps, but there is a learning involved. This learning is more about revealing or discovering. This view of education needs to be fleshed out more, but it feels like something that I strongly value and believe in.
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