Adam - Reading Notes #2

As with the previous reading assignment, I searched for ideas which would seem confusing or controversial, to stimulate discussion; but thus far the material is very straightforward. These chapters from TT do contain a wealth of knowledge, so I will use this space partially to list my favorite items, for future reference.

TT

1.       Students remember the beginning and end of lectures (141). Very practical note to guide the preparation/scheduling of material.

2.       Observe excellent teachers (148). No better advice than that: observe them not only for guidance but also for motivation.

3.       Use your voice informally before you begin to lecture, to maintain a conversational tone (149). Excellent advice: something that formal public speakers do not have the luxury of, but teachers can all practice.

4.       Invite students to sit in the front row (164). What a novel idea. While I’m sure the students would not view it as an “invitation” there is definitely a benefit to sitting in the front row. I’ve always been a believer that teachers grade geographically from front to back.

5.       I should ask students to do more brainstorming: very low-pressure way of getting participation when there is no wrong answer.

6.       Ask students to become experts on a key term (172). This could easily be combined with a student-teaching approach such as in OC 80-81.

7.       Grade a few random questions rather than an entire assignment. That sounds like a time saver to me (176).

8.       In CS courses, video clips of executing code could add value compared to staring at the IDE.

Discussion Points:

(165) encourages teachers to pay special attention to the bottom and top of their classes. Why? What is it about the average student that warrants less attention?

The book repeatedly encourages in-class group work (e.g. 169). I can say with all honesty that I do not recall a time when one of these ad-hoc groups improved my own learning as compared to a standard lecture; but I would be interested in a class vote as to how many people enjoy being part of them.

OC

“You do not need to make use of technology in any way to be an effective teacher.” (59) Teachers (especially older teachers) often seem worried that their technological skill does not match their students’. They should take this point to heart. The COMM 101 instructors could give Bill Gates an excellent lesson on public speaking, regardless of the disparity between their respective technological skills.

Discussion Point:

How much should teachers adapt to their students, and how much should students be expected to adapt to their teachers (at the college level)? Modern, distracted students must learn to manage those distractions: that’s a life skill, and perhaps the most important one an undergrad will get out of the entire college experience.

The best advice in chapter 3 comes on the last page (82). When asking a question stop… until you get an answer. And for heaven’s sake, don’t answer your own question so that you can move on! This is the number one mistake I see teachers perpetrate, to sabotage their own effectiveness. See how I put this at the end because students remember the beginning and the end! ;)