Okay. So I am just going to start a list of the pratical concerns for the next semester. I am begining to get a little nervous because the time is approaching to teach, and I am not sure if I am armed with everything I need to know. I am ovbiously nervous, it is 3:30 in the morning and I cannot sleep. Ha.
Actually not all of these concerns are mine. Some of these stem from conversations I have had with a few of you. I realize that some of us are not worried or nervous about next semester so feel free to participate or not accordingly.
It is just that I have had a few days away from school and all things Kent, and that little bit of distance has given me the courage to brings things up that I have been afraid to bring up because of what everyone might think. Like I said not all of these are my questions, and I am sure I will forget a few, but add or subtract as you like. Join in or not, but I just wanted to use this space as a way to bring up some of the conversations that have been happening outside. I am just the voice here, only because I know we are running out of time.
a.) Syllabus--this is not so problematic as the course outline portion. How do we plan a course from day to day, what if we finish a lesson early, or need more time. And what exactly are the policies that need to go in this thing? It is difficult to talk about workshopping something that I am not even sure I know how to write.
b.) What should students call us? What if we are uncomfortable with them calling us by our first name? We are not technically professor so and so, but Mr. or Ms. is so second grade. Will using our first names detract from our authority in the classroom?
c.) Who do we report to at the writing center with questions/concerns? Bascially, do we have a boss?
d.) Where do we go for more information on different texts? What other options do we have? When do book orders have to be in, how does that all work?
e.) Who do we go to if we want to familarize ourselves with just plan ole' operation of the technology in the classroom? I am not talking about setting up blogs or vista; I am talking about being able to do more than just turn the lights on.
f.) Who do we go to or what do we do if we feel that we have a disruptive student in the class or the like?
g.) What is the university's policies about student athletes in the class?
h.) Grading? Grading? Grading? What does everything think? Are you going to use a point system, percentages, what?
i.) What ideas do you have for the type of technology you want to include?
j.) What do we do in case of emergencies or class cancellations? What if uncle fred or aunt lousie suddenly dies, and we have to go back home for a few days? And I know some of us will be gone for a while in Jan. to attend AWP, what do we do with our class then?
k.) Assignments!! How the hell do we write a syllbus, plan a course, think about dynamics and class management when we don't even know when we are teaching.
Alrigt, that is all I can remember in my half sleep state. I realize that most of these questions have to do with classroom mechanics, but hey we'll be managing a classroom right? Like I said, not all of these questions are mine; they are the offspring of several conversations. I am sure you may have other concerns; these are just the few I can remember while I am sitting here in my mother's kitchen dreading the drive back to Ohio at the butt crack of dawn.
See you all in a few hours!!
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5 comments:
Here are a few of my responses. I've been reading a few texts from the St. Martin press that address many of these issues and I have a notebook of notes to help me keep things in mind. I don't have responses to all of them, but here we go:
A.The syllabus. Between the Guide to college writing manuals from Kent, the sample syllabi from the fews books I'm reading, and the syllabi from the proffessors I've been obseving, I plan to mostly cut and paste my first syllabus and fit it to what I think will be my assignments. There are plenty of ideas and assignments up for grabs in all of the texts.
B. I'll probably have my students call me Mr. Boudreaux. I doubt I'll put my fist name on the syllabus, just in case (I've seen plenty of teachers use just their first initial). Since everyone's been telling me I look like an eighteen year old, I'll try to set up as much authority as I can. I'm sure my personality won't turn the class into a overly strick environment, but I still have a job to do. I think I'll also wear a tie.
D. I'm going to start with the St. Martin's website. There was also a sheet we recieved that listed different course themes along with books that support them. That's where I'm starting.
H. I plan on having my students write a hell of alot. I may use a percentage system for the course as a whole, points for the smaller assignments, and the "early" "middle" "late" scheme for the large projects. I also plan on using a portfolio.
I know this makes little sense to even myself, but I want to grade some assigments on quality, and some just on quantity (such as journals). It's a work in progess.
I. Vista seems convienient, I don't think I'll go far beyond the tools there.
J. My concern is the university's policy in general. I'm assuming it's frowned upon, but is there a set number of classes that a teacher can cancel? With Vista and all, I'm sure we could keep the class on schedule of we have to miss a day or two. But still, what is the official policy?
K. On my preference sheet, I filled four sections with MWF classes, and the last two TR. Odds are I'll be teaching MWF so I'm taking it from there. Just plan your course by the week instead of by the day and we'll be able to break up the week when we get our assigments.
I hope all of this helped. I'm really curious to see what everyone else has planned.
Laurin,
you’ve brought up a lot of good points! I didn’t even consider the policy on athletes, for example. I’m hoping our writing program guide will clear up some of these issues. I think it addresses some of the “legalities” we have to include in our syllabi, right?
Well, here are some of my thoughts on your questions:
B. As much as I would love to be referred to as “Her Highness: Supreme Ruler of All,” I think tell them that they can refer to me by either my first or last name. I’m just going to leave it up to the students—so “Becca” or “Johnson.” Right now I can’t think of anything better. Maybe this is unprofessional, but I really have a problem with Miss/Mrs/Ms. Not only do I dislike being identified with whether or not I’m married, but I think the “Miss/Mrs” does have a grade school association for most students. I think it might be different for guys—“Mr” doesn’t have quite the same connotation. Inevitably, someone will call me “Miss” (which I hate), “Mrs.” (which I’m not), or “Ms” (which I don’t care for either). So, I’m actually going to ask that they not use any of these with me. Maybe this is just a personal quirk I have. Hopefully the first or last name thing will work out. In my experience, I’ve always called teaching assistants by their first names. But this is, of course, a personal preference.
Brandon, I think I would actually be excited if someone said I looked 18! Usually I get 15 or 16. I mean, I can’t even buy an R rated movie without getting carded—it’s really ridiculous. Anyway, I sympathize—I’m worried about establishing some kind of “authority” also.
D. Yes, the textbook issue has me concerned too! I had planned on including three books: a handbook/guide, some kind of anthology or compilation “textbook,” and then a novella or play. The textbook is my main problem. I was hoping to shop around a bit, but other than the dealer we met earlier in the semester, I’m not sure where to go. Along with asking for suggestions, I thought I’d check out the 11011 area in the campus bookstore to see what other people are using. Just to get some ideas.
H. Ah, grading… I’m not-so-stellar at math, so I’m going to try to keep it as simple as possible. Right now I’m leaning towards points, just because I think that might be easier to tally. Personally, I plan to give grades along the way, rather than just a final portfolio. So, some kind of E/M/L or plus/minus evaluation for drafts, then numerical grades for final papers. I realize we want to move away from grade obsession and such, but I think grades on final papers might be a way to keep students responsible. That, and I think it takes away the surprises and subjectivity of final grades. Still, I’m all for portfolios and revision. I plan on having a final portfolio count as a large percentage of students’ grades.
I. I don’t foresee myself using much more than WebCT and some online resources. I don’t think I’ll have them do power point presentations or anything like that. Is there something else you’re thinking about?
K. I decided to start by outlining some goals and coordinating assignments. I’m assuming we’re all starting off with a 11011 class (right?), so I’m focusing on that. As for an actual schedule, planning things out according to week, rather than day, might work. Then when we get our class assignment we can arrange the schedule accordingly.
Okay, that’s all I have for tonight!
Hey guys-thanks for commenting on these. I guess you are the only two that took it to heart. I did not want to seem like such an ass, but I did think more poeple would resond. I know it seems like I am overbearing at times. I just like to know the complete details before I get invovled in somthing, as far as the paper work aspects of things go.
The stuff about the athletes and stuff is not in the handbook, at least I didn't see it there.
Personally, I would like my students to call me BATMAN. But I doubt that will happen.
hey laurin,
the first thing to consider is WAIT TIME! just cos only a few people have responded so far don't mean we're not taking this post seriously.
a) syllabus: brandon's idea of planning your course by the week is amazing. i also think pam's assignment (+workshop) will help you tremendously. i put my syllabus together in less than a week. you can also pass out a revised syllabus at any point in the semester if you steer off course (which is perfectly possible, especially if you truly do have a student-centered classroom).
b) most of my students call me "professor barrett"--though i never told them to. i sign e-mails "ms barrett," but i think next semester i'll just tell them to call me melissa or mel. i was worried about authority issues (as brandon mentioned), but i haven't seen a glimmer of a coup.
c) the director of the writing center's info (though i don't know how much you'll actually deal with her--she has a team of trusted advisors who go around and do the in-class demos and actual advising sessions):
Jeanne Ruscoe Smith
Director, Kent State University Writing Center
Department of English
318 Satterfield Hall
Kent, OH 44242
Phone: 330.672.1788
Fax: 330.672.3152
E-mail: jrsmith3@kent.edu
i think we have several "bosses." brian huot, obviously--coordinator of the writing program--but ron corthell, director of the english department, would probably also be a boss. and gerry winter is a boss, as the asst. coordinator of the writing program. additionally, your mentor (gerry's mine--and she's awesome) can also probably be considered a boss. will you guys get mentoring assignments? i think so . . . .
d) i'm sure there's a book deadline, but i wouldn't worry too much about it. of course you should find out the deadline and have your stuff in by then, i just mean--well, i've found people in satterfield to be completely awesome and open and willing to make things happen, even long after deadlines. i placed my order really late and everything worked out ok.
e) i think gary mote (spelling?) is the contact guy for this. of course, pam probably knows for sure. or ask jenny in the office. she knows everything. i'm also willing to show anyone the ropes in moulton. (in moulton, they also have a tech help desk that is always manned by at least two people. i've used this a bunch of times--they're extremely friendly and knowledgeable. again: people at ksu genuinely want to help you.) of course, with any technology, you always have to have a "plan b." that's the best preparation--having that second plan.
f) i'm pretty sure all disruptive students go to gerry winter.
g) i don't know . . . but i have two student athletes in my class and this has never come up as an issue.
h) grading is something i think you can only decide after a whole hell of a lot of experience. right now, i provide extensive written comments on all written assignments, use a check/check plus system for the small stuff, and attach a grade to the big big projects (in addition to written comments).
i) it depends what type of classroom you're in. because i was scheduled permanently in a lab, we ended up using technology quite frequently. of course, you shouldn't use it just cos it's there. sometimes i had students post to the class blog in class. other times we went on wikipedia, youtube, searched podcasts, or went on google earth. these are all cool research tools they should be familiar with.
j) talk with your boss/mentor about this, but emergencies are emergencies--and your students will LOVE day(s) off.
k) well, you're either teaching college writing i or college writing ii, right? look through your manual. read the mission statements of these courses. also, there are tons of great syllabi with sample assignments. and the cool thing is: you can be as vague as you want on the syllabus and then specify (or even alter) assignments after you get a feel for the class. it seems most syllabi are structured around 3-4 big projects. the rest of the course seems to revolve around those. so maybe start there? (think of some big projects/writing assignments.)
hope this helps.
mel
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