Juliana Dunn
ENG 388V
Class Observation Notes - XXXX’s ENG101 class, 10/02/2017
ENG 388V
Class Observation Notes - XXXX’s ENG101 class, 10/02/2017
- CCC1105
- Small classroom, desks in parallel rows split up into two columns, with about 4 rows of desks in each column
- Each desk seats 2 students, facing the project/ main desk at the front
- Professor and TA at the front of the classroom - TA sitting to the side, Professor standing facing the class
- Professor and TA at the front of the classroom - TA sitting to the side, Professor standing facing the class
- Chalkboard on the left side of the classroom - rhetorical appeals pyramid already drawn out before the start of class
- A majority of students have their laptops out before and during class/ lecture begins, so does TA
- At least of half of the students who had their laptops out during class did not pay attention during lecture
- Some of them did follow along with the powerpoint or reading on their computer
- Most others were doing other school work, checking email/facebook, etc.
- Some of them did follow along with the powerpoint or reading on their computer
- Because the TA and professor were both at the front of the room, the students’ technological use really was not monitored so they basically did what they wanted to - that being said, they participated pretty well when required and still looked up from time to time, etc.
- At least of half of the students who had their laptops out during class did not pay attention during lecture
- Professor opens class with greeting, quick recap of what was covered in the previous class, and what will be reviewed today
- Professor uses powerpoint/ slides to present material, schedule, etc.
- Powerpoint contains definitions, slides explaining rhetorical appeals
- Logos, ethos, pathos - definitions, usage in arguments, importance, etc
- Logos, ethos, pathos - definitions, usage in arguments, importance, etc
- Class seems to be more heavily lecture-based than my section of ENG101
- Professor paces, gesticulates, makes frequent eye contact with students during lecture
- Powerpoint contains definitions, slides explaining rhetorical appeals
- Professor asks students to discuss assigned reading and how it relates to rhetorical appeals - which appeals did it use most, how effective are they, does the use of certain appeals in certain parts of the argument hurt it - if so where/what/in what way, what could be done to make the piece more effective, etc
- Students split up in groups of about 3-4 to discuss a certain rhetorical appeal and how it affected their assigned reading- layout of desks in the classroom makes this easy and facilitates conversation
- Despite students not participating a lot in earlier in the class, the discussions seemed lively, productive, and on topic for the most part (until students were done discussing what they were required to and move onto other topics)
- Students seemed very comfortable/ familiar with each other and transitioned into doing group work very smoothly - assumably, this is a somewhat regular occurrence in this course
- Students seemed very comfortable/ familiar with each other and transitioned into doing group work very smoothly - assumably, this is a somewhat regular occurrence in this course
- After splitting into groups and talking, students shared with the class (either by choice or after having their group picked) what they thought
- Students split up in groups of about 3-4 to discuss a certain rhetorical appeal and how it affected their assigned reading- layout of desks in the classroom makes this easy and facilitates conversation
- Introduction of Rhetorical analysis assignment - TA reads out assignment prompt, purpose, requirement, etc.
- Class ended
UTA Class Observation: Reflection
Being able to observe another UTA’s class was a really interesting experience, especially because I was lucky enough to observe another English 101 UTA. Observing the same class, based on the same principles and readings, but taught and structured in a noticeably different way was a very enlightening experience. I thoroughly enjoyed the observation process, and especially appreciated how it required me to think and reflect more critically on how the class is taught and why it might be taught more effectively for one group of students one way, and for another group a different way.
After walking into the classroom and meeting Vivian and her professor, the most immediately noticeable thing to me was the physical arrangement of the classroom. The room itself was about the size, if not a little smaller than the classroom my section of Professor Kerr’s class is taught in. However, in our classroom the desks are usually arranged in a rectangle in the center of the room, with the main desk and projector at the front, and smaller desks for the students along walls on the outside of the rectangle. In this classroom, the desks were arranged in rows of about 4-5 desks forming two columns with an aisle down the middle. Like in Professor Kerr’s classroom, the students faced the desk and projector screen/wall at the front of the room with a chalkboard to the left side. Vivian was seated at the front, right side of the room at a desk with her left side facing the students, while the professor spent class standing at the front. This arrangement seemed to allow for students to interact with each other easily - because the room was small, the desks were closer together; when students were required to participate, they could easily turn to their backs or look ahead and find another student close enough to easily have a conversation with.
However, this structure also allowed to students to easily use their phones or laptops without any form of supervision. The use of phones and (predominantly) laptops during class was one thing that really surprised me, since Professor Kerr tends to be really strict about technology use, and only allows students to bring out devices when specifically told they can do so or in the case of DSS/ another accommodation type for note-taking. Last semester, many students used their phones and laptops even when they were specifically told not to- this ended with students being asked to leave class at least once, because they were not receptive or paying attention at all. The students in this class, however, still seemed to pay attention and then participate fully and enthusiastically even when having their phones and laptops out. This was particularly surprising to me, because seated at the back of the classroom, I could clearly see many students using their devices were not only using them to follow along with the powerpoint - however, even those using devices would routinely look up, make eye contact with the professor, answer questions, and so on. When doing group discussions, the students participated fully and enthusiastically - so clearly, participation and attention was not a problem among this group of students, which is one of the reasons I assume students are allowed to have devices out in class.
I believe the clear structure of the class, especially in the fact that it seemed heavily lecture-based, helped students participate in class even with use (and distraction) of technology. When beginning class, their professor outlined a plan for the lesson and reviewed important themes and ideas that had been in the readings using powerpoint and lecture. The beginning of class was very easily recognized because of this use of powerpoint, as well as a greeting at the beginning of class. He spoke in a way that was very animated, walking back and forth at the front of the classroom, gesticulating, and drawing or emphasizing what had already been drawn on the chalkboard. This enthusiasm, in addition to generating interest or maintaining the attention of students helped set an open and happy mood for the class. This mood was clearly transferred to the students, who participated in their group discussions with a similar enthusiasm.
In terms of UTA participation, Vivian participated by taking attendance and reading assignment requirements and definitions off slides. This part of the class happened seamlessly- Vivian never needed a prompt to read, and never paused. Besides this, Her participation seemed about the same as mine- hanging back and paying attention during lecture. Overall, this observation process has made me really grateful to be a TA, especially working with Professor Kerr.
Being able to observe another UTA’s class was a really interesting experience, especially because I was lucky enough to observe another English 101 UTA. Observing the same class, based on the same principles and readings, but taught and structured in a noticeably different way was a very enlightening experience. I thoroughly enjoyed the observation process, and especially appreciated how it required me to think and reflect more critically on how the class is taught and why it might be taught more effectively for one group of students one way, and for another group a different way.
After walking into the classroom and meeting Vivian and her professor, the most immediately noticeable thing to me was the physical arrangement of the classroom. The room itself was about the size, if not a little smaller than the classroom my section of Professor Kerr’s class is taught in. However, in our classroom the desks are usually arranged in a rectangle in the center of the room, with the main desk and projector at the front, and smaller desks for the students along walls on the outside of the rectangle. In this classroom, the desks were arranged in rows of about 4-5 desks forming two columns with an aisle down the middle. Like in Professor Kerr’s classroom, the students faced the desk and projector screen/wall at the front of the room with a chalkboard to the left side. Vivian was seated at the front, right side of the room at a desk with her left side facing the students, while the professor spent class standing at the front. This arrangement seemed to allow for students to interact with each other easily - because the room was small, the desks were closer together; when students were required to participate, they could easily turn to their backs or look ahead and find another student close enough to easily have a conversation with.
However, this structure also allowed to students to easily use their phones or laptops without any form of supervision. The use of phones and (predominantly) laptops during class was one thing that really surprised me, since Professor Kerr tends to be really strict about technology use, and only allows students to bring out devices when specifically told they can do so or in the case of DSS/ another accommodation type for note-taking. Last semester, many students used their phones and laptops even when they were specifically told not to- this ended with students being asked to leave class at least once, because they were not receptive or paying attention at all. The students in this class, however, still seemed to pay attention and then participate fully and enthusiastically even when having their phones and laptops out. This was particularly surprising to me, because seated at the back of the classroom, I could clearly see many students using their devices were not only using them to follow along with the powerpoint - however, even those using devices would routinely look up, make eye contact with the professor, answer questions, and so on. When doing group discussions, the students participated fully and enthusiastically - so clearly, participation and attention was not a problem among this group of students, which is one of the reasons I assume students are allowed to have devices out in class.
I believe the clear structure of the class, especially in the fact that it seemed heavily lecture-based, helped students participate in class even with use (and distraction) of technology. When beginning class, their professor outlined a plan for the lesson and reviewed important themes and ideas that had been in the readings using powerpoint and lecture. The beginning of class was very easily recognized because of this use of powerpoint, as well as a greeting at the beginning of class. He spoke in a way that was very animated, walking back and forth at the front of the classroom, gesticulating, and drawing or emphasizing what had already been drawn on the chalkboard. This enthusiasm, in addition to generating interest or maintaining the attention of students helped set an open and happy mood for the class. This mood was clearly transferred to the students, who participated in their group discussions with a similar enthusiasm.
In terms of UTA participation, Vivian participated by taking attendance and reading assignment requirements and definitions off slides. This part of the class happened seamlessly- Vivian never needed a prompt to read, and never paused. Besides this, Her participation seemed about the same as mine- hanging back and paying attention during lecture. Overall, this observation process has made me really grateful to be a TA, especially working with Professor Kerr.
Reflection on Being Observed
My experience being observed by another UTA was significantly more relaxing than may have been the case for others. During an average day of class (i.e. one in which I do not teach), I most often participate by handing out and collecting papers, and answering student questions during group discussions, draft workshops, and so on. Whenever Professor Kerr makes use of the projector (which is rare), I sometimes act as a sort of technical assistant. None of these activities are particularly thrilling or high-pressure, so I do not think even if another UTA had been present during a normal day it would have created a more stressful or anxious environment for me.
When Leah came to observe my class, it was actually during the midst of student presentations. During student presentations, Professor Kerr would often start of class with a small review of the content of the reading. She often asked students questions to gauge their understanding, or let them ask questions in case parts of the reading had been unclear. After this, student presentations would start, almost always running to the end of class and then sometimes overtime. During these days, I had little to nothing to contribute apart from occasionally handing out papers, and making notes during the students’ presentations that I would use when giving them their grades and responding to their work later on.
Because my involvement in the class was so minimal, I generally sat on the sidelines and enjoyed the students’ presentations with Leah. Having her in class was really enjoyable because it was nice to see how another UTA viewed my students, and nice to talk to someone about experiences with the same project in their own class. In the end, having Leah in class was a great learning experience for me because I got to hear more about the way other classes functioned.
My experience being observed by another UTA was significantly more relaxing than may have been the case for others. During an average day of class (i.e. one in which I do not teach), I most often participate by handing out and collecting papers, and answering student questions during group discussions, draft workshops, and so on. Whenever Professor Kerr makes use of the projector (which is rare), I sometimes act as a sort of technical assistant. None of these activities are particularly thrilling or high-pressure, so I do not think even if another UTA had been present during a normal day it would have created a more stressful or anxious environment for me.
When Leah came to observe my class, it was actually during the midst of student presentations. During student presentations, Professor Kerr would often start of class with a small review of the content of the reading. She often asked students questions to gauge their understanding, or let them ask questions in case parts of the reading had been unclear. After this, student presentations would start, almost always running to the end of class and then sometimes overtime. During these days, I had little to nothing to contribute apart from occasionally handing out papers, and making notes during the students’ presentations that I would use when giving them their grades and responding to their work later on.
Because my involvement in the class was so minimal, I generally sat on the sidelines and enjoyed the students’ presentations with Leah. Having her in class was really enjoyable because it was nice to see how another UTA viewed my students, and nice to talk to someone about experiences with the same project in their own class. In the end, having Leah in class was a great learning experience for me because I got to hear more about the way other classes functioned.