Kerrie's Reading Notes #8

The reading for this week reminded me of how I felt as an undergraduate during this time of the semester. The last third of the semester always seemed overwhelming, regardless of the course. During that point in the semester, I remember feeling stressed, along with less motivated. Lang gives great tips to help tackle these so called “doldrums.” The excerpt from Learner-Centered Teaching presented an idea that is somewhat new to me. During class, we have discussed some approaches that involve learner-centered teaching but the excerpt gives strategies on how to implement it. It also questions some of these strategies.

With regards to the to the last part of the semester, Lang states, “I’m not sure it is possible to prevent these doldrums from making their appearance during a semester. But you can prepare yourself in advance for their arrival, both psychologically and pedagogically” (p.233). Lang gives 5 tips on ways to re-energize the classroom during this time. Although I thought each of Lang’s tips was good, I question how to fit this into the course schedule. Should one plan for these when developing the syllabus? Or should you change the schedule at that time to allow for these activities? I feel it is important to re-energize students to enhance their learning but I worry that changing the schedule may prevent learning of important topics. Lang brings up a good point, “One or two such experimental classes, followed by three or four traditional classes taught to revitalized students, may accomplish far more than six classes of mechanical and listless teaching” (p.235). In class, I would like to discuss how to fit these activities into the course schedule.

While discussing the issue of poor attendance, Lang gives ways of enforcing attendance policies. He states, “As long as you are offering a class worth attending, which depends upon students for its success, then you should not hesitate to drop the hammer on late and absent students” (p. 256). One way of doing this Lang mentions is locking the door at the start of class. I am not sure if I agree with this strategy. Although it would be very frustrating to constantly have students walking in late, by locking the doors, you are telling students to not even attempt to come to class if they are late. If a student has a good reason for being late, such as a flat tire, I feel you should not turn them away. I would like to hear other opinions on this in class.

I really like the idea of learner-centered teaching. In the excerpt it states, “The goal is to equip students with learning skills so sophisticated that they can teach themselves” (p.29). By involving students more in the course, they will start to develop these skills. The idea I like most from this excerpt is allowing the students to determine material to be included during review sessions. Although instructors have an idea of what areas students are struggling with, the students will be able to identify each area themselves. In class, I would like to discuss the pros and cons of learner-centered teaching.