Week 2 Discussion: Paradigms
Barr and Tagg account for the learning paradigm as a part of teaching that instructors have always believed on some level was the right way. They believe that now, in the modern age, as more and more instructors begin to turn to the learning rather than instructing paradigm, they are doing what they have always wanted to. Barr and Tagg insist, in agreement with the learning paradigm, that education and universities should be foundations in which students and teachers are taught how to learn and cooperate rather than simply being lectured on what they should know.
In my own undergraduate courses, I have seen these Seven Principles used by instructors both in lower and higher education- especially in the liberal arts classes I have taken. Because these classes (in my experience) seem to be more centered around creativity and individuality, teachers seem to more enthusiastically embrace principles of sharing information and experience that are recommended by the seven principles. Davidson mentions how important she believes these liberal arts classes are, and I believe the different, more communicative environment of these classes is why it’s so important.
The way my professors interact with the class really seems to depend on the subject that is being taught. In my experience at UMD, professors of all subjects seem to be more interactive with students than some I had earlier; or are at least more happy to treat them as equals in the classroom. I definitely see professors using the seven principles and learning paradigm, especially in trying to make the classroom and comfortable and collaborative place for a diverse group of students. Unfortunately, because of the grading system and exam requirements the university has, ideas of success seem to be solely based on exam and assignment grades, especially in science and math classes. While I do understand that grades are important, I think the fact that one bad grade score can severely limit your ability to succeed in a subject, major, or career is incredibly detrimental to student’s learning processes and self-esteem.
In my own undergraduate courses, I have seen these Seven Principles used by instructors both in lower and higher education- especially in the liberal arts classes I have taken. Because these classes (in my experience) seem to be more centered around creativity and individuality, teachers seem to more enthusiastically embrace principles of sharing information and experience that are recommended by the seven principles. Davidson mentions how important she believes these liberal arts classes are, and I believe the different, more communicative environment of these classes is why it’s so important.
The way my professors interact with the class really seems to depend on the subject that is being taught. In my experience at UMD, professors of all subjects seem to be more interactive with students than some I had earlier; or are at least more happy to treat them as equals in the classroom. I definitely see professors using the seven principles and learning paradigm, especially in trying to make the classroom and comfortable and collaborative place for a diverse group of students. Unfortunately, because of the grading system and exam requirements the university has, ideas of success seem to be solely based on exam and assignment grades, especially in science and math classes. While I do understand that grades are important, I think the fact that one bad grade score can severely limit your ability to succeed in a subject, major, or career is incredibly detrimental to student’s learning processes and self-esteem.
Reflecting on this discussion post, I do not believe my feelings have changed with the progression of the semester. I continue to be a proponent and fan of the learning paradigm, rather than the instructing paradigm, when I think about education, especially in terms of the arts. I think one of the best examples of the learning paradigm has been our ENG388V, in which discussion and cooperation were the most important and successful parts of the class. I think the period of over a month in which we were taught be our peers is a wonderful example of this, and highlights how important the role of the student in the classroom really is. However, I think that in some classes, considering the subject and size of the class, it is best when the professor just lectures and there is limited student involvement during class time. For example, I am currently enrolled in a 100+ person biology class, and relying on discussion or student participation would be chaos and very unproductive. That being said, not all classes are like this, and sometimes a boring lecture can ruin a subject for students.
Week 4 Discussion: Theories of How People Learn
In the one writing class that I have had at the University of Maryland, I was lucky enough to have a teacher that motivated me to want to reach the top of Bloom’s pyramid and create. However, I believe this theory is only effective when both parties (the teacher and the student) work trustingly and enthusiastically together. Under the subtitle “Why Use Bloom’s Taxonomy”, the first point claims it should be used because “Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange”. The key word in this statement is “interchange”- without willing and comprehensive cooperation from both ends, teaching any class cannot be effective.
As other students such as Tino have mentioned, grades are often the barrier between a full, productive interchange between instructor and student. Students do not necessarily care about having a fulfilling and cooperative interaction with their instructor as long as they get a good grade- I certainly know I think the same way about many of my classes. This may work in a class such as math where creativity is not always a necessity; you either solve the problem and get it right or you don’t. In a class where you have to write or create something else, especially if it is not an academic strong point, it’s more important to rely on interaction and feedback with others to make you stronger. In a school system where grades are the top priority and students are just taught to “imitate”, as Pirsig says; how are you supposed to inspire students to be creative and genuinely interested?
For my fourth article I chose to read about metacognition; however, I disagree with what the article claims about student behavior in regards to writing. In Lang’s article, he cites American Idol and study about student grades and metacognition performed by Professor Chew of Samford university. Lang compares students with poor writing to those with no singing talent who audition for American Idol; he believes both groups have poor metacognition, and are therefore so overconfident they do not realize how badly they are performing. From what I have seen in class and what we have discussed as a group I am inclined to believe almost the opposite is actually true- that students are painfully aware of faults within their own writing, and have extremely low confidence when expressing themselves in English class. While Chew’s claim may be true for other claims of study (I’ve certainly felt great about tests that I subsequently failed), I don’t necessarily think it’s true for the majority of university-level writing students.
I believe Wiggins’ “understanding by design” approach could help smooth out some of the misunderstandings between students and instructors. Keeping with this train of thought, how can we as TA’s comfortably approach instructors and let them know they are not communicating effectively with students, or that the students feel uncomfortable with the material?
As other students such as Tino have mentioned, grades are often the barrier between a full, productive interchange between instructor and student. Students do not necessarily care about having a fulfilling and cooperative interaction with their instructor as long as they get a good grade- I certainly know I think the same way about many of my classes. This may work in a class such as math where creativity is not always a necessity; you either solve the problem and get it right or you don’t. In a class where you have to write or create something else, especially if it is not an academic strong point, it’s more important to rely on interaction and feedback with others to make you stronger. In a school system where grades are the top priority and students are just taught to “imitate”, as Pirsig says; how are you supposed to inspire students to be creative and genuinely interested?
For my fourth article I chose to read about metacognition; however, I disagree with what the article claims about student behavior in regards to writing. In Lang’s article, he cites American Idol and study about student grades and metacognition performed by Professor Chew of Samford university. Lang compares students with poor writing to those with no singing talent who audition for American Idol; he believes both groups have poor metacognition, and are therefore so overconfident they do not realize how badly they are performing. From what I have seen in class and what we have discussed as a group I am inclined to believe almost the opposite is actually true- that students are painfully aware of faults within their own writing, and have extremely low confidence when expressing themselves in English class. While Chew’s claim may be true for other claims of study (I’ve certainly felt great about tests that I subsequently failed), I don’t necessarily think it’s true for the majority of university-level writing students.
I believe Wiggins’ “understanding by design” approach could help smooth out some of the misunderstandings between students and instructors. Keeping with this train of thought, how can we as TA’s comfortably approach instructors and let them know they are not communicating effectively with students, or that the students feel uncomfortable with the material?
After all my experiences working with ENG101 this semester, I think it is safe to say that my feelings regarding this topic have changed, or at least been challenged. In terms of class participation, and I am an even firmer believer in terms of the importance of a vibrant and well-participated in class discussion. Because the participation of the section I TA-ed for was so poor, the quality of the class undoubtedly suffered. Because students did not do readings or just didn't want to participate, class was boring for them. In an attempt to get them to read more pop quizzes were introduced, which resulted in low grades and unhappy students. I'm afraid the lack of participation really ruined the class for my students, which was unfortunate and easily avoidable. Even though Professor Kerr was certainly encouraging in terms of letting students be creative, few of them (seemingly) cared enough about the class enough to really give their best effort.
In terms of Lang's remarks regarding poor writing, I still, in general, disagree with him. Students do seem to be very unsure about their writing, even after receiving good grades. While I did have a few students that expressed surprise over their grades after thinking they would do better, I believe their lower than expected grades and surprise was more a result of strict grading rather than an actual lack of talent and perceived skill.
In terms of Lang's remarks regarding poor writing, I still, in general, disagree with him. Students do seem to be very unsure about their writing, even after receiving good grades. While I did have a few students that expressed surprise over their grades after thinking they would do better, I believe their lower than expected grades and surprise was more a result of strict grading rather than an actual lack of talent and perceived skill.
Week 6 Discussion: The Classroom Community
Reading both Rose’s and Palmer’s pieces, I was made more aware of perspectives in the classroom that I may not have closely considered or even thought of at all throughout my years as a student, and now as a TA as well. Palmer’s piece, which addressed fear in the classroom on the parts of both the students and the teacher was both enlightening and relatable. As a student, I know I have felt palpable fear in the classroom. While I was lucky enough throughout elementary and middle school to have talented, passionate teachers who treated their students well and with kindness- I experienced real fear in a few of my high school classrooms. My freshman geometry teacher, known for her hatred of freshmen, struck a physical and palpable fear in her classroom- I suspect that myself and many of my friends who took geometry with me were on the road to stomach ulcers as a result of her class. This semester, I think I am finally starting to understand how the teacher may feel fear in the classroom as Palmer discusses it. Even if I’m only a TA, whenever I grade papers or lead activities I feel an overwhelming sense of responsibility and nervousness - what if I mess up and let my students down, or somehow ruin their education?? I am teaching an entire class tomorrow, and I’ve been having stress dreams about it all week. I wish I could “choose the place within myself from where my teaching will come” as Palmer suggests, but I think it will take many more years of experience before I have reached this level of comfort.
In terms of Rose’s piece, I could definitely relate to an inspiring English teacher who changed the course of his life and high school career- my English teacher junior year inspired my interest in English as well as my career choices. What struck me the most about Rose’s piece, however, was how one mistake impacted his academic experience as well as his future. Although I understand that at this point in my life I have little control over the administrative and systematic aspects of education, I want to understand how situations like Rose’s could be prevented.
In terms of Rose’s piece, I could definitely relate to an inspiring English teacher who changed the course of his life and high school career- my English teacher junior year inspired my interest in English as well as my career choices. What struck me the most about Rose’s piece, however, was how one mistake impacted his academic experience as well as his future. Although I understand that at this point in my life I have little control over the administrative and systematic aspects of education, I want to understand how situations like Rose’s could be prevented.
As my semester has continued, I am happy to say that this fear I felt at the beginning has gradually diminished. This is not to say it has disappeared entirely - I continued to second-guess myself every time I answered a question or graded an assignment. However, I definitely feel more comfortable in the classroom, and with my role as a TA. While my presentation was very nerve-wracking (my professor told me I was bright red through most of it), it ended up going well and I think that was when I started to feel more comfortable during class. I hope that because of this experience, I will be more comfortable when I TA again next semester - although I am completely sure I will be a nervous wreck before class and if I teach another lesson.
When reflecting on Rose's piece, I am happily reminded of all the teachers that have had a positive impact on me as I have continued my college career this semester. I have been very lucky to have professors that do what they do well, and with passion.
When reflecting on Rose's piece, I am happily reminded of all the teachers that have had a positive impact on me as I have continued my college career this semester. I have been very lucky to have professors that do what they do well, and with passion.