Trista Reading notes 8

I do believe downward slope of the semester mentioned in Lang may be felt by my students as well judging by the lack of attendance this week. For a class where I normally have great attendance, the class immediately following the mid-term was less than average. For some reason, absence without an advance notice is something that irritates me as an instructor and when you multiply that by several students it can be taxing mentally. Are the doldrums discussed in Lang starting to seep into the classroom? Personally, I feel there is so much left to do and can’t begin to think about slowing down until at least after Thanksgiving, however, the readings for this week suggest it happens much sooner than that. Lang mentions several strategies to prepare for this point both pedagogically and psychologically. The two strategies that would work best for my field would be field trips and case studies. For the class I am teaching this semester we have been moving between the wellness center and the classroom which I have found helps refresh the classroom. The ideas of continuing to learn and staying current (Lange p. 244-246) I have found to be particularly helpful in maintaining my own personal enthusiasm. Attending a conference or participating in other continuing education opportunities brings in new ideas for me to translate into the classroom. I am wondering what other ideas those in class have used to bring excitement back into the classroom?

The article on learner-centered teaching I found quite interesting. The majority of my instructors have been the traditional kind mentioned in the reading, “a good teacher dominates the classroom and its elements” (p. 25). I have had teachers who did not allow baseball caps in the classroom, took roll call, and some of the other examples mentioned as well. Traditional teachers that told you exactly what you needed to do, when, and how to do it. Learner-centered teaching as discussed is more of a shared power allowing students to be more invested in their learning. The suggestions are that “If students are engaged, involved, and connected with a course, they are motivated to work harder” (p.31). Do other students in the class agree with this? I enjoy the examples given in the reading but also agree with Adam in that it seems to contradict an opening statement, “most students are years, if not decades, away from having the skills and intellectual maturity necessary to assume responsibility for their own learning.” We have discussed in earlier classes how students cannot even handle a course that doesn’t have blackboard…structure is comfortable, but I agree that we need to push students beyond their comfort zone. I think a balance of both strategies seems to be what will best fit my teaching style and I am anxious to try some of the examples given out in class. Does the class have examples of ways they have used this approach in the classroom?