Classroom Practices

After a few frustrated conversations with colleagues, feeling those frustrations myself, and two days of about 20 hours each--coupled with the discovery of a new (at least to me) scholarly journal on pedagogy--I feel moved to write on this particular subject today.  I dedicate this post to my students (those that frustrate me, and those that relieve me) and to my cohorts and colleagues--as the old adage goes "I Second that Emotion" 

But before I forget---ODU ENGLISH 211C STUDENTS--check out Volunteer Match if you still cannot find a non-profit to work with :)
http://www.volunteermatch.org/

So--I am a teacher by day.  As such, I do realize that I have read and written and practiced my art in order to impart my knowledge on less experienced writers.  Which means, I also have more practice learning--at least in the classroom setting--more practice studying--and more practice on "being a good student."  I know that my students will at some points fail, I know that at some points, I will fail; knowing this, I need to provide, not just the opportunity for my students and myself to fail, but provide a way for us both to recover from this. 

I have taught two classes today in which, most of the class did not complete the assigned reading at all.  I know that many students think reading out a textbook for a writing class is a waste of time--but it should be preparing us for our class discussions, and it should be reinforcing, if not guiding, the learning we do in class. 

So--how do I, as a teacher recover from this failure? Because, if had been just a handful of students, I could chalk this up to student laziness--but if the vast majority are not reading--I should take that as a failure on my part to motivate my students to actually read. 

Some suggestions that I have received in the past, tried in the past, or may have to try:
Yelling at them and coping a huge attitude...this technique worked with my undisciplined 14 year olds in NC public schools--but often just reinforced the counter-intuitive practices of their home life, left me with a headache, or chronic sore throats, and generally a bad attitude--so after a year, I left.  The one time I let a student get the better of me in a college classroom--not only did that student (who did apologize for being a twit) go and complain about my professionalism to my department head--but so did many other students (and students in classes down the hall that heard me)--this is not an acceptable method of teaching.

Making quizzes and start giving out pop-quizzes...well...let's see; that would probably take about an hour to develop and 10 minutes to grade per class--so 70 minutes * 7 classes=490 minutes (approx. 8.2 hours) well--I guess since I am sometimes teaching the same course I could use the same quiz--so...70 minutes* (Literature, ODU Comp2, ODU Comp1 and TCC Comp1) 4 preps=280 (about 4.7 hours) spent developing and grading papers--which just so happens to be the amount of sleep I got last night--and the night before that as well...

Quietly end class early, since my students are not able to participate in a meaningful way to the discussion I am trying to have--the drawback to this, is if the vast majority of my class doesn't want to be there--this behavior may continue with the expectation that I will not teach if they do not read--but then again--this is their money...

I guess I could take away participation points from everyone--but then is that really fair to those that actually did the reading? Or should they be punished for not motivating their fellow students to be better students? Is that even their place?   Still going to have to think this topic over a bit more.....

Another place that I often feel awkward about is my expectations of my students--intellectually speaking, my students should know what I expect--top rate work, critical thinking, honest contribution to the scholarship--but as far as everyday classroom practices--I often find myself biting my tongue or gritting my teeth--often thinking to myself, and trying desperately to not say aloud--1)who taught you manners, cause they failed miserably 2)"You kids today----[fill in with appropriate lament]."  I know my students are (for the most part) much younger than I am--but this semester in particular, I am definitely feeling age start to creep up on me in my classroom practices.  I think I'm a pretty hip person...I like current pop culture; heck, I even listen to Hot 91 most mornings (and for those not in the know--that is the official Norfolk State University station).  I come from a multi-racial (by way of unofficial adoption) family--so I feel that, while I will never fully know what it is like to be anything other than a slightly Shorter than Average, White, Southern (with "transplant" parents), Middle-class (since that is the class I was raised in) Female, I would consider myself at least a bit more knowing not only about racial issues, but, as my family lived in what can only be described as "the urban suburbs" issues that young urban adults and teens face (i.e. http://www.vbgov.com/print.aspx?vgnextoid=7307fd2355f4f010VgnVCM1000006310640aRCRD&vgnextchannel=dc8e54cf18ad9010VgnVCM100000870b640aRCRD&vgnextparchannel=dc8e54cf18ad9010VgnVCM100000870b640aRCRD  I knew not only the victim in this case, but the defendant as well--and had watched both young men grow up from at least Middle School.).

But for some reason--I feel this semester, my students just aren't getting it--or maybe it's me they are not getting--my jokes fall flat cause they don't have the memories of what used to make them funny--or they were born way after what I am talking about even occurred--I was floored (although, maybe a bit amused) that only a couple of my Black students in my literature course knew who Grandmaster Flash was--and NONE of my White students did--

But I am not just ranting about students not laughing at my jokes--it is more than that--simple classroom practices and behaviors: I am having a difficult time getting them to behave in a manner that I would expect from them--maybe it is because by the time I got to college, I had to pay for every little thing that I wanted to get the most out of my education--but then again--I know there are students in my classroom that are in the same boat I was--

See--there are certain ways students can act in a classroom that will enrage a teacher--particularly if she is a quirky as I seem to be--so I have always behaved in a manner that I would want my teachers to appreciate--whenever I enter a classroom, I make sure I am a few minutes early to class.  I immediately get out a notebook and pen and open it to the last page of notes--I glance over my notes from last class--I may even discuss what happened in class last time with a friend.  When my professor walks in--I quickly finish my discussion and turn my attention to the professor--I am ready to take notes or ask questions about the course or the reading (oh--FYI--I DO the reading BEFORE I go to the class).  I make sure I watch the instructor--if she or he seems to talk louder, or repeats something--or heck--even says "this is important"--gestures more emphatically, are you getting my point? I write that down--and if they write it on the board--yeah--that is definitely something I should want to remember...If they transition to a new topic--define something--give steps to something...etc.,

(and see--this is why I find myself getting frustrated--cause why are students not taught this--I wasn't--I didn't intuitively know this either--I had to figure it out--or observe what others were doing, etc.).  Also--and I know that each of my classes have done this to me--in every semester--including this one--and that is--they look at their phone (again--why are you looking at the phone, v. what is going on in the classroom?) See that it is ALMOST (and by this I mean anywhere from 5-10 minutes before the end of the class time) and start putting their notebooks up and packing up--and they aren't quiet about it either--in fact--I have actually heard from someone sitting off to my left, or right, or wherever, someone excitedly slam their book or notebook shut as if to say..."hey, I'm done listening to you--my brain is shut off now--hurray, class is (almost) over." Operative word being "ALMOST"

This is, to me, the ultimate slap in the face--I have actually seen students stand up and start putting their backpacks on and move toward the door--I mean--WOW...i usually use the last few minutes of class to answer questions--if you are packed up, how do you know you aren't going to get home and have the same question--I think from now on--if I address something in class (like, oh say, what kind of stuff is okay to write about on the blogs--that was 1st week stuff, kids) and then get an email asking the same question--I will not even reply from now on--I used to say--I addressed this in class--or would grit my teeth and do something passive aggressive like say, if you remember from class--the answer to your question is--

This semester--rather than having students (that still are rude and pack up while I am lecturing) "guessing" when I am done--I decided to formally and officially dismiss my class with the yogic practice of "namaste" --part of this is due to my own individual and spiritual growth over the last year--part of this is frustration with kids that cut each other and me off by packing up early.  Either way--many of my students (especially my students that have had me in the past) have asked what exactly my little bow and "not-English thingy" (ah--to be an eloquent undergrad again) that I do at the end of class is...so yeah, there is some spirituality and religious connotations to "namaste" as shown and defined below--but take a real close look at the last paragraph that I bold and italicized for you--this is why I brought this practice into the classroom--


"The gesture Namaste represents the belief that there is a Divine spark within each of us that is located in the heart chakra. The gesture is an acknowledgment of the soul in one by the soul in another. 'Nama' means bow, 'as' means I, and 'te' means you. Therefore, Namaste literally means 'bow me you' or 'I bow to you.'


To perform Namaste, we place the hands together at the heart charka, close the eyes, and bow the head. It can also be done by placing the hands together in front of the third eye, bowing the head, and then bringing the hands down to the heart. This is an especially deep form of respect. Although in the West the word 'Namaste' is usually spoken in conjunction with the gesture, in India, it is understood that the gesture itself signifies Namaste, and therefore, it is unnecessary to say the word while bowing.

We bring the hands together at the heart chakra to increase the flow of Divine love. Bowing the head and closing the eyes helps the mind surrender to the Divine in the heart. One can do Namaste to oneself as a meditation technique to go deeper inside the heart chakra; when done with someone else, it is also a beautiful, albeit quick, meditation.

For a teacher and student, Namaste allows two individuals to come together energetically to a place of connection and timelessness, free from the bonds of ego-connection. If it is done with deep feeling in the heart and with the mind surrendered, a deep union of spirits can blossom.

Ideally, Namaste should be done both at the beginning and at the end of class. Usually, it is done at the end of class because the mind is less active and the energy in the room is more peaceful. The teacher initiates Namaste as a symbol of gratitude and respect toward her students and her own teachers and in return invites the students to connect with their lineage, thereby allowing the truth to flow—the truth that we are all one when we live from the heart."

Recognized as one of the world's top yoga teachers, Aadil Palkhivala began studying yoga at the age of seven with B.K.S. Iyengar and was introduced to Sri Aurobindo's yoga three years later. He received the Advanced Yoga Teacher's Certificate at the age of 22 and is the founder-director of internationally renowned Yoga Centers™ in Bellevue, Washington. Aadil is also a federally certified Naturopath, a certified Ayurvedic Health Science Practitioner, a clinical hypnotherapist, a certified Shiatsu and Swedish bodywork therapist, a lawyer, and an internationally sponsored public speaker on the mind-body-energy connection.

http://www.yogajournal.com/basics/822

This is not just part of my teaching practices, but also part of my teaching philosophy--my personal spiritual beliefs, my religious practices, etc. I do truly believer that under our egos, our cultural/linguistic/racial/socio-economic/etc. divides--that we are all the same--and we are all part of something special--so--call me a crack-pipe, liberal hippie if you want to--hey, you're the one still taking my class...

No--I don't want you all to start meditating twice a day and leave whatever G-d you believe in behind--That would be not only unethical, but also illegal, of me to do.  But that ending practice, is my way of thanking you for giving me respect--that is my way of thanking you--not just for respecting me, but for allowing me to teach you and impart, not just my wisdom, but my mentors' and teachers' and other researchers that have influenced me's wisdom to you.  It is also my way of thanking you (dear students) for teaching me--I learn from you just as much as you learn from me--you may not always be able to tell right away--but I think that my first two classes of this Thursday have taught me that I need to think of more creative ways to motivate my students (at least, a big chunk of them)to work on my class, outside the bounds of the hour and fifteen minutes we spend together. 

Namaste--and have a wonderful weekend--let's try to do better next week