Teaching Mr. Kuechenmeister (Discourse Chronicle)
Comments(3) [Today I taught my section of Introductory Writing with Elizabeth as an observer and I realized how far I come with my teaching. The lesson focused on giving my students practice with integrating sources using a handout showing small sample passages without quotes and then quotes alongside them. Students needed to copy the passage and insert the quote where appropriate with proper formatting. I originally planned on covering MLA style and giving students an opportunity to practice doing that as well, but time slipped away and we will deal with it next time.
I remember feeling self-conscious whenever someone observed me while I taught because I thought evaluation accompanied observation. For some reason, previous observations happened on days when I seemed not at my best, so I thought having Elizabeth watch me then would add stress because of our relationship. However, I conducted class confidently and completely forgot that I was being observed. I never experienced that before in my teaching and I take it as a sign that I am continuing to be an always improving instructor. BK]
category: Life, Pedagogy, Rhetoric and Poetics
I know the feeling bob. I went through the same thing at UW-Marshfield and UWSP. Remember, that the people there are on your side, and just want you to improve yourself. There’s always room for improvement. I just went through a rough patch of teaching in the last couple of weeks, but I think I’m over the hump now, and I’m getting the feeling that you are talking about. It’s fun teaching a subject you enjoy.
I’m being observed by our department’s composition director on Tuesday — I need her to write a letter of recommendation for me, so that I can apply for teachings gigs outside of Alaska. And, of course, she needs to see me teach before she can recommend me. Aaagh.
I’m nervous, because this *has* to go well, and the class she’s coming to observe is SO lifeless. No matter what I do, they will not talk to me. They don’t answer questions. They don’t offer opinions. They just stare at each other during small group discussions. Whereas my other class is AWESOME on all counts…and I don’t do anything differently from one class to another.
This had better go well…
Signe, I completely understand about having so much riding on a single observation. I also know what it is like having a section that is overly shy and that is not your fault.
How about figuring out ways of getting students to talk to you, rather than you guessing how to make them talk? For instance, I assign written responses to my readings instead of giving quizzes. However, next time, I plan on assigning oral presentations since my students confessed to using a template writing document for responses (a suggestion my MA committee chair suggested last year).
Learning still occurs in that situation and students experience what an instructor does at the front of the room, so talking becomes less anxious as a result.