It seemed simple enough. Talk to the 621 tutors for my 100 class and discuss with individual tutors the problems that have arisen, then decide a plan of action to bridge the gap between the classroom and the tutoring sessions. It went well, I am pleased to say. Then my actual 100 class time was nigh and I got to see the tutors in action. I had pretty good attendance with a few stragglers and I only had one absent student. The tutoring session went fantastically well. As I looked around the room, all my students seemed engaged and both the tutors and students seemed to be comfortable and conversing easily. I also saw some students actively engaged in re-writes and brainstorming. All was at peace in the ENG 100 universe.
Then it was time for 110. I was antsy because the students were turning in the annotated bibliography today and I feared the usual excess of excuses. There were none. I decided to ease the class into the I-Search and critical thinking unit by having them look at an article from my hometown newspaper. The article focused on a school board meeting in which banning a book from a dual credit class was discussed.
I wasn't sure that my students would react as strongly as I did to the article (I know and have argued against the man who was advocating the banning), but the results were astounding. I began by asking, "Is this censorship?" There was a resounding no. Then I asked, "Are the arguments that Mr. Hitchcock makes sound in their reasoning?" The first answers were yes, but a few students began to see the fallacies in the argument. We haven't even gone over fallacies in class yet!!! The arguments got deeper and more heated between the opposing sides and the analysis of the argument got better and better. One student even pointed out the irony that the argument against the book was mostly because of the ending and that by banning the book, Mr. Hitchcock was actually repeating the ending. Students who have never said a word in class spoke up with their opinions. I was so proud of my students. They actually stayed LATE to finish up the argument! The universe of ENG 110 was in my favor.
I'm not sure if there was actually much pedagogy in here, but I really needed to brag about my students and say thanks to the tutors. Days like this function as a true reminder of just why I want to stay in the field. It is the times when students exceed all expectations and out perform themselves from even my wildest dewy-eyed teaching dreams that I know I am truly lucky to do what I do.
1 comment:
I think it is good to take time and acknowledge what went well in class. For me, it always seems to be easier to find the things that went wrong, rather than the things that went well. However, when a class does go well, I always feel so excited and proud of my students. I think it really just boils down to what Dr. Cadle said in class: We are teachers, and we want our students to succeed. Our job is worthwhile because of their success. I think some teachers are afraid of becoming too attached, and who knows, perhaps that can happen. But I fear far too often educators are not involved enough. I want to be elated when class goes well, and I want to notice if a student is obviously having a bad day (which may contribute to a poor class). Overall - I think it is great that you are proud of your class.
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