I went to my first academic conference this weekend, the Mid-Atlantice Writing Center Association conference at Temple University in Philadelphia. It was a wonderful experience. My paper presentation went really well. Every time I glanced up from my reading, my listeners seemed to be alert and engaged, a stark contrast to the dead-eyed stares I often see from my 110 students. As I finished, I noticed several people smiling with apparent appreciation. Then a couple people asked questions about my paper, including requests for bibliographic information about my subject. When I offered my entire paper (I came prepared to give -- and to take back with me -- copies of my paper), they seemed very happy to receive them. I also met several nice people and asked for some of their papers. All in all, it was great to go from room to room of intelligent people who were passionately discussing topics of common interest. It was like one Socratic Symposium after another, minus the drunkeness and togas.
Among the many things I learned about this weekend, a couple are worth briefly mentioning here. First, one presenter analyzed Academic Discourse in terms of personality types, concluding that Academic Discourse has a INTJ or perhaps a INFJ personality type. Rather than teach students to become INTJs, however, we should teach students to "method act," becoming the persona of the academic personality. Second, some writing center directors and tutors are beginning to dialogue with professors about their expectations for and instruction of students. For example, one tutor sent about twenty-five e-mails to the same instructor in the same day (they were required to bring their paper in), all explaining the same exact difficulties understanding the assignment. Finally, the tutor sent an e-mail telling the instructor to consider re-teaching this area. The instructor was all too happy to take this suggestion. As a T.A., this anecdote makes me want writing center tutors to provide me with this kind of valuable information, both for individual students and my classes as a whole. Although I have never wanted to require Writing Center visits, I think having tutors' feedback on an entire class would be invaluable.
I also was able to see a lot of Philly in a short amount of time. My hotel was in the middle of downtown. I walked to City Hall, down to Independence Hall, the Liberty Bell, Carpenter's Hall, a couple other sights, a couple war memorials, and the nightlife scene of South Street. Jim's Steaks truly are the best Philly Cheese Steaks in the world!
The highlight of the entire trip, however, was seeing Stephen Colbert walk out of Independence Hall and film a segment for his show! Amazing! Pictures will be posted to Facebook soon.
Monday, April 14, 2008
Monday, March 31, 2008
My passion for reading has permeated my teaching more than any of my other passions and interests. Reflecting on my pedagogy, I realize that an emphasis on reading has influenced my classroom without me even realizing it. Last semester, for example, I was mortified that my students didn't enjoy some of our course readings, which I honestly thought were amazing. Who doesn't like Martin Luther King, Jr.'s "Letter from Birmingham Jail" or David Sedaris's "Cyclops"? I tried to encourage them to read texts analytically, so that they would have something to say in our class discussions, which resembled creative writing workshops. I showed them an essay I had annotated, which resulted in a collective gasp. We practiced analyzing and annotating an essay in class, much to my frustration since they weren't as quick to recognize certain elements (like the thesis) as I would have liked. We slogged through the rest of the semester's readings, and I felt like some of them would never again pick up a book. Surprisingly, many of last semester's students stated in a customized survey I gave them that they wanted more, repeat, more reading. Specifically, they wanted some short stories, novel excerpts, and other creative pieces.
So this semester, I gave my students short stories and book excerpts galore. I packed a lot of reading into the beginning of the semester, trying to give them practice in analyzing texts and material on which to write their critical analyses. I overdid it a little bit. Like last semester, many students did not like the readings I assigned, a fact of life that I have come to accept and even enjoy. Students are more likely to have specific reasons for disliking a reading than for liking it. By disagreeing with me (whether stated or not), they develop independent, critical thinking skills. Nancy Welch writes in "Revising a Writer's Identity," that reading can be a form of "Re-modeling" in which students recognize that they are not perfectly mirrored in texts or in the teacher who they would imitate to be successful (remember Bartholomae's "Inventing the University"). So if a student doesn't like Flannery O'Connor, then he or she recognizes that I, the mighty teacher, am not the end-all, be-all of literature; nor is the student compelled to be invested in the work, unless he/she wants to rip it apart. One of my students this semester wrote a very good critical analysis of Raymond Carver's "A Small, Good Thing," in which she scathingly criticized certain elements while highlighting the saving grace of others.
Although I am interested in Comp/Rhet and Literature, I am also a fiction writer, as shown by some of my reading selections above and the fact that I typically conduct discussions of said readings exactly like a creative writing workshop. I ask students what they think of the readings, sometimes providing a specific question or issue. I consider their comments, reinforce them with an affirming response that may or may not take their thoughts a little further, and encourage as many people as possible to participate. I love it when our conversations become living things, when I don't get to talk for ten solid minutes except to call on people with respectfully raised hands, when someone surprises me with a fresh interpretation that I had never and would never have thought of in my entire life. This workshop style of discussing texts is just as unconscious, I now realize, as my emphasis on reading. I don't plan to change my style with my new-found knowledge, but I think I will try to pull students who don't share my passion into the conversation through methods such as direct questioning, writing responses, mini-debates, and engaging their interests and passions whenever possible.
So this semester, I gave my students short stories and book excerpts galore. I packed a lot of reading into the beginning of the semester, trying to give them practice in analyzing texts and material on which to write their critical analyses. I overdid it a little bit. Like last semester, many students did not like the readings I assigned, a fact of life that I have come to accept and even enjoy. Students are more likely to have specific reasons for disliking a reading than for liking it. By disagreeing with me (whether stated or not), they develop independent, critical thinking skills. Nancy Welch writes in "Revising a Writer's Identity," that reading can be a form of "Re-modeling" in which students recognize that they are not perfectly mirrored in texts or in the teacher who they would imitate to be successful (remember Bartholomae's "Inventing the University"). So if a student doesn't like Flannery O'Connor, then he or she recognizes that I, the mighty teacher, am not the end-all, be-all of literature; nor is the student compelled to be invested in the work, unless he/she wants to rip it apart. One of my students this semester wrote a very good critical analysis of Raymond Carver's "A Small, Good Thing," in which she scathingly criticized certain elements while highlighting the saving grace of others.
Although I am interested in Comp/Rhet and Literature, I am also a fiction writer, as shown by some of my reading selections above and the fact that I typically conduct discussions of said readings exactly like a creative writing workshop. I ask students what they think of the readings, sometimes providing a specific question or issue. I consider their comments, reinforce them with an affirming response that may or may not take their thoughts a little further, and encourage as many people as possible to participate. I love it when our conversations become living things, when I don't get to talk for ten solid minutes except to call on people with respectfully raised hands, when someone surprises me with a fresh interpretation that I had never and would never have thought of in my entire life. This workshop style of discussing texts is just as unconscious, I now realize, as my emphasis on reading. I don't plan to change my style with my new-found knowledge, but I think I will try to pull students who don't share my passion into the conversation through methods such as direct questioning, writing responses, mini-debates, and engaging their interests and passions whenever possible.
Tuesday, March 18, 2008
Student Resistance
I blogged about the Writing What We Teach assignment earlier this semester, so I'm going to focus this post on a topic of recent interest. Let me begin with some stories.
I check my e-mail this morning. One was sent at 10:05 p.m. last night, informing me of the student's impending absence today due to an orthodontist appointment. I dare say that the orthodontist appointment was scheduled prior to 10:00 p.m. last night.
Another e-mail me informs me that the student is already back home for the break, but she will be happy to e-mail her paper to me if that is okay with me.
A third e-mail claims that the student had printer problems, but here is the draft as an attachment. This student does not show up for class just a short while after she sent the e-mail.
Finally, I look out at my students and say, "How about this? Anyone who doesn't care and doesn't want to be here can just leave. If anyone is left, we'll have a conversation." One student asks if there will be a penalty for leaving. I reply, "If you don't care, why should I care?" He packed his things and left.
I tell these stories to illustrate the vast gulf between my students and myself. First of all, I never would schedule an appointment during one of my classes unless it was absolutely unavoidable and necessary. And if I did so, my instructor would be the first person to know, with many apologies, and I would probably turn my paper in early. Second, I would have asked permission to go home early prior to actually going home. Third, there are too many computer labs (including three 24 hour ones) on this campus for a student to not print out his or her paper successfully. I will give this student credit for e-mailing the paper to me, but I suspect that this was her way of skipping class (she has had spotty attendance at best). Fourth, I would never have had the guts to walk out of the classroom, blatantly declaring my lack of interest in a subject to which my instructor has devoted a significant portion of his life.
I have to admire this student for his courage, however rude it may have been. I threw down the gauntlet, fully expecting the entire class to leave, and he picked it up without hesitation.
These recent events tell me the following: my students are resisting the class as much as possible. I think some of this resistance is passive. It was a coincidence, I'm sure, that the student scheduled his orthodontist appointment for class time. But I interpret his actions as resistance based on the fact that he didn't think twice and reschedule and then didn't bother letting me know about his absence until almost literally the eleventh hour. Similarly, the student who went home early probably didn't intend to resist the class; she simply wanted to go home early. But since she didn't ask if it was okay before she left, it's like she went over to a friend's house without her parent's permission and then called to ask if it was okay since she was there already. At best, this is unconscious high school behavior. At worst, it's conscious and pre-planned.
The student getting up and leaving (no one else even moved by the way) is definitely the most active resistance. So far, my response to student resistance (now that I look back) has been akin to pleading. I've almost begged them to be engaged in our class sessions, to take an interest and maybe write something down every now and then if that helps them stay awake. I've told them how I want them to enjoy the class, how it's supposed to be for their benefit, not mine. Nonetheless, there are only a couple students who "open" themselves enough to get much out of our class discussions.
My recent experience combined with the case-study I'm working on for Dr. Weaver's 621 class has prompted me to consider ways in which I can channel student resistance into a positive force. With my case-study, I think I could help my student to "transcend" his assignments, making them fit his interests. While this may seem like common sense to us T.A.s, my case-study student has never fully realized that he can write about anything he wants.
My current students are pretty much locked in for the Research and Position papers, unless they change their topics. I am would like to approach the Memoir and Revision paper assignments in a way that focuses their resistance without them realizing it. Perhaps I could focus the Memoir on a time when they bucked a trend or refused to do something, thus exerting their independence. Maybe the Revision paper could take a satirical approach to a previous paper. Any thoughts, ideas, comments, suggestions?
I check my e-mail this morning. One was sent at 10:05 p.m. last night, informing me of the student's impending absence today due to an orthodontist appointment. I dare say that the orthodontist appointment was scheduled prior to 10:00 p.m. last night.
Another e-mail me informs me that the student is already back home for the break, but she will be happy to e-mail her paper to me if that is okay with me.
A third e-mail claims that the student had printer problems, but here is the draft as an attachment. This student does not show up for class just a short while after she sent the e-mail.
Finally, I look out at my students and say, "How about this? Anyone who doesn't care and doesn't want to be here can just leave. If anyone is left, we'll have a conversation." One student asks if there will be a penalty for leaving. I reply, "If you don't care, why should I care?" He packed his things and left.
I tell these stories to illustrate the vast gulf between my students and myself. First of all, I never would schedule an appointment during one of my classes unless it was absolutely unavoidable and necessary. And if I did so, my instructor would be the first person to know, with many apologies, and I would probably turn my paper in early. Second, I would have asked permission to go home early prior to actually going home. Third, there are too many computer labs (including three 24 hour ones) on this campus for a student to not print out his or her paper successfully. I will give this student credit for e-mailing the paper to me, but I suspect that this was her way of skipping class (she has had spotty attendance at best). Fourth, I would never have had the guts to walk out of the classroom, blatantly declaring my lack of interest in a subject to which my instructor has devoted a significant portion of his life.
I have to admire this student for his courage, however rude it may have been. I threw down the gauntlet, fully expecting the entire class to leave, and he picked it up without hesitation.
These recent events tell me the following: my students are resisting the class as much as possible. I think some of this resistance is passive. It was a coincidence, I'm sure, that the student scheduled his orthodontist appointment for class time. But I interpret his actions as resistance based on the fact that he didn't think twice and reschedule and then didn't bother letting me know about his absence until almost literally the eleventh hour. Similarly, the student who went home early probably didn't intend to resist the class; she simply wanted to go home early. But since she didn't ask if it was okay before she left, it's like she went over to a friend's house without her parent's permission and then called to ask if it was okay since she was there already. At best, this is unconscious high school behavior. At worst, it's conscious and pre-planned.
The student getting up and leaving (no one else even moved by the way) is definitely the most active resistance. So far, my response to student resistance (now that I look back) has been akin to pleading. I've almost begged them to be engaged in our class sessions, to take an interest and maybe write something down every now and then if that helps them stay awake. I've told them how I want them to enjoy the class, how it's supposed to be for their benefit, not mine. Nonetheless, there are only a couple students who "open" themselves enough to get much out of our class discussions.
My recent experience combined with the case-study I'm working on for Dr. Weaver's 621 class has prompted me to consider ways in which I can channel student resistance into a positive force. With my case-study, I think I could help my student to "transcend" his assignments, making them fit his interests. While this may seem like common sense to us T.A.s, my case-study student has never fully realized that he can write about anything he wants.
My current students are pretty much locked in for the Research and Position papers, unless they change their topics. I am would like to approach the Memoir and Revision paper assignments in a way that focuses their resistance without them realizing it. Perhaps I could focus the Memoir on a time when they bucked a trend or refused to do something, thus exerting their independence. Maybe the Revision paper could take a satirical approach to a previous paper. Any thoughts, ideas, comments, suggestions?
Monday, March 3, 2008
Lessons from the Pedagogical Landscapes
In Eng 603 today, I feel that I learned some meaningful things. Although all of the "landscapes" my colleagues drew were quite different and unique, I noticed that all of them fell into one of two broad categories. My drawing, and many others, focused on the lone teacher struggling to synthesize various conflicting and complementing pedagogies, such as progressivism versus critical pedagogy or expressivism versus cognitivism. These drawings often featured a stick-figure either under the influence of theorist stick-figures or spying on theorist stick-figures. The other group of drawings gave the students a greater amount of attention. Kara's, for example, featured the teacher leading a line of students up a mountain (if a better metaphor for what we do exists, please let me know). Charity's drawing represented the teacher at various stages in her relationship with her students (Gatekeeper, Coach, Collaborative leader).
Dr. Cadle made a comment on this latter group of drawings, calling them "student-centered." Something clicked when she said that. I am a neo-platonist in many respects. I think there are universal truths concerning knowledge, life, love, etc., and that there are manifold manifestations of these truths. As a teacher, I'm trying to figure out the best way, the truth, of teaching and edifying my students. Thus, I try to synthesize the best of educational philosophy, from Plato to Vygotsky, from Shaughnessy to Bartholomae.
Perhaps, however, I should spend more time considering which truth, way, or philosophy works best for my students. Maybe the general attitude/personality of the students should dictate whether I approach them from an expressivist point of view or a classical perspective, as opposed to me asserting a cognitive model in this context and a progressive paradigm in another. In any case, I will try to consider centering the approach -- and not just the discussions -- on my students rather than what Bartholomae says about academic writing.
Dr. Cadle made a comment on this latter group of drawings, calling them "student-centered." Something clicked when she said that. I am a neo-platonist in many respects. I think there are universal truths concerning knowledge, life, love, etc., and that there are manifold manifestations of these truths. As a teacher, I'm trying to figure out the best way, the truth, of teaching and edifying my students. Thus, I try to synthesize the best of educational philosophy, from Plato to Vygotsky, from Shaughnessy to Bartholomae.
Perhaps, however, I should spend more time considering which truth, way, or philosophy works best for my students. Maybe the general attitude/personality of the students should dictate whether I approach them from an expressivist point of view or a classical perspective, as opposed to me asserting a cognitive model in this context and a progressive paradigm in another. In any case, I will try to consider centering the approach -- and not just the discussions -- on my students rather than what Bartholomae says about academic writing.
Friday, February 22, 2008
Issues, Issues, Issues
Since our next 603 class is supposed to be devoted to issues, I'm going to discuss some things that have really been irking me this semester, as well as some possible ways of dealing with them. For starters, I have some students who like to text/nap/talk while I'm speaking, which is tolerable for me up to a point. It doesn't bother me so much at the beginning of class, when I'm just chatting while waiting on any stragglers, outlining an activity we're going to do, or just discussing generalities. But later on when I'm talking about specific, they-need-to-know information, it drives me crazy to see someone with his/her head leaned back against the wall, eyes closed, or two girls chatting in the corner, about a weekend adventure no doubt, or a guy texting someone.
I know some material is boring and/or too simple for college level intellects, but I wouldn't waste their time going over it if they knew it or if I knew all of them could figure it out. But whenever I assume my students can do things on their own and I tell them something like, "Format your paper so that it looks like the sample paper in A Writer's Reference by Diana Hacker," a large percentage of them invariably turn in something that could have been formatted out of "Derek Zoolander's Guide to College Writing for Kids who Want to Learn to Write and Do Other Things Good Too." So I take the trouble to hold their little hands and draw an example on the board. And I still get some papers that are not formatted correctly. Of course, formatting isn't a big deal in the grand scheme, but it would be nice if some students took the time to get it right. Or to proofread. Or to write coherent and/or cohesive sentences.
I've found that I tend to snap after so much pressure. Earlier this semester, I chewed out a student who hadn't done the assigned reading after struggling to have a discussion with an entire class of people who didn't do the reading. Yesterday, I told one guy who had his eyes closed, "You're not feeling well, are you? I understand. Try to stay awake, though. I want you to hear what I'm saying." Then when I caught another girl -- who usually participates a lot -- sleeping, I just snapped at the whole class, telling them how I was sick and tired of their crap.
I suppose it's all my own fault for being tolerant in the first place. How can I expect them to stay awake/keep their eyes open if I give the first person an understanding pep talk? How can I expect the repeat texters to keep their cell phones in their pockets when all they have to do is say, "I'm sorry" when I look at them and then I just go on with the lecture.
So, I am thinking about taking a hard-core approach from now on. For example, I've told my students that they need to bring A Writer's Reference with them on Tuesday. If someone doesn't have it, I'm considering telling that person to leave since he/she is unprepared for class. But, what if one of my "good" students forgets his/her book? I can't show favoritism (although some definitely deserve the benefit of the doubt whereas others deserve a kick in the butt). I can't bring myself to harshly penalize someone who made his/her first slip-up all semester. So as much as I want to take an uncompromising white-and-black view of things, I'm too cognizant of the grey areas.
Perhaps I would be better-served to address their behavior through their grades. I've given my students a ton of time to learn, prepare for, and write the critical analysis, which is my starting assignment this semester. Due to weather cancellations, they've received even more time. On Tuesday, they're going to get their first graded final drafts back. Surprise, surprise, the students who sleep/text/chat/don't read/don't participate/etc. have written truly awful drafts. Maybe this will be a wake-up call for those who need one, an affirmation for those who deserve it, and a solvent for all of my frustrating discipline/respect problems. Well, at least one can hope it all works like that.
I know some material is boring and/or too simple for college level intellects, but I wouldn't waste their time going over it if they knew it or if I knew all of them could figure it out. But whenever I assume my students can do things on their own and I tell them something like, "Format your paper so that it looks like the sample paper in A Writer's Reference by Diana Hacker," a large percentage of them invariably turn in something that could have been formatted out of "Derek Zoolander's Guide to College Writing for Kids who Want to Learn to Write and Do Other Things Good Too." So I take the trouble to hold their little hands and draw an example on the board. And I still get some papers that are not formatted correctly. Of course, formatting isn't a big deal in the grand scheme, but it would be nice if some students took the time to get it right. Or to proofread. Or to write coherent and/or cohesive sentences.
I've found that I tend to snap after so much pressure. Earlier this semester, I chewed out a student who hadn't done the assigned reading after struggling to have a discussion with an entire class of people who didn't do the reading. Yesterday, I told one guy who had his eyes closed, "You're not feeling well, are you? I understand. Try to stay awake, though. I want you to hear what I'm saying." Then when I caught another girl -- who usually participates a lot -- sleeping, I just snapped at the whole class, telling them how I was sick and tired of their crap.
I suppose it's all my own fault for being tolerant in the first place. How can I expect them to stay awake/keep their eyes open if I give the first person an understanding pep talk? How can I expect the repeat texters to keep their cell phones in their pockets when all they have to do is say, "I'm sorry" when I look at them and then I just go on with the lecture.
So, I am thinking about taking a hard-core approach from now on. For example, I've told my students that they need to bring A Writer's Reference with them on Tuesday. If someone doesn't have it, I'm considering telling that person to leave since he/she is unprepared for class. But, what if one of my "good" students forgets his/her book? I can't show favoritism (although some definitely deserve the benefit of the doubt whereas others deserve a kick in the butt). I can't bring myself to harshly penalize someone who made his/her first slip-up all semester. So as much as I want to take an uncompromising white-and-black view of things, I'm too cognizant of the grey areas.
Perhaps I would be better-served to address their behavior through their grades. I've given my students a ton of time to learn, prepare for, and write the critical analysis, which is my starting assignment this semester. Due to weather cancellations, they've received even more time. On Tuesday, they're going to get their first graded final drafts back. Surprise, surprise, the students who sleep/text/chat/don't read/don't participate/etc. have written truly awful drafts. Maybe this will be a wake-up call for those who need one, an affirmation for those who deserve it, and a solvent for all of my frustrating discipline/respect problems. Well, at least one can hope it all works like that.
Friday, February 15, 2008
Crazy, Crazy World
As I write this, CNN is covering a former police officer's murder trial. He claims he accidentally elbowed his pregnant girlfriend in the throat, breaking her windpipe, killing her, and then panicked and buried her body in a park. If he is convicted, he will likely receive the death penalty.
A few moments ago, CNN was covering the latest school/university shooting, this one at Northern Illinois University. A police officer explained that the local police responded with amazing speed. The shooting began at 3:26 p.m. Within thirty seconds, two police officers were there. Within another minute and a half, eight policemen were on scene. They were all too late to prevent the gunman--a former graduate student at NIU--from shooting 21 people, killing six plus himself.
On Tuesday, my first class period after this tragedy, I was planning to give my students practice brainstorming. I'd planned to focus their efforts on research paper topics. Instead, I think I might have them brainstorm about what the hell causes monsterous acts like the NIU, Virginia Tech, Columbine, and Jonesboro (AK) shootings, how they could possibly be prevented, why/how sick our culture and society is that people do this stuff. Maybe, hopefully, they can give me some answers.
A few moments ago, CNN was covering the latest school/university shooting, this one at Northern Illinois University. A police officer explained that the local police responded with amazing speed. The shooting began at 3:26 p.m. Within thirty seconds, two police officers were there. Within another minute and a half, eight policemen were on scene. They were all too late to prevent the gunman--a former graduate student at NIU--from shooting 21 people, killing six plus himself.
On Tuesday, my first class period after this tragedy, I was planning to give my students practice brainstorming. I'd planned to focus their efforts on research paper topics. Instead, I think I might have them brainstorm about what the hell causes monsterous acts like the NIU, Virginia Tech, Columbine, and Jonesboro (AK) shootings, how they could possibly be prevented, why/how sick our culture and society is that people do this stuff. Maybe, hopefully, they can give me some answers.
Tuesday, February 5, 2008
Different Classes, Different Personalities
This semester, I am teaching an 8:00 a.m. class and another class at 9:30 a.m., both on Tuesday/Thursday. I had thought that the 8:00 a.m. class would be very sluggish, reticent, and difficult to get discussing anything. On the contrary, my 8:00 a.m. class is wonderful. A solid majority of the students offer insightful, interesting comments on our assigned readings. There have been passionate, spirited debates about some of the readings and the issues therein. One of my best students actually said he wished my class was a little longer. Indeed, there have been multiple days when I thought we could have kept going for another twenty or thirty minutes.
The 9:30 a.m. class, however, acts as though someone tranquilized them. A small minority of the students offer good comments. Of these, there is seldom any passion or spirit behind their words. The rest of the students basically stare into space. I have tried very hard to call on every student, letting them know that I expect them to participate in discussion. Yet they readily cop out with incoherent grunts and monosyllabic responses. These class periods get out early and still feel long and awkward.
Today, one student actually got up halfway through class, walked out, and never returned. Perhaps he was merely going to the bathroom and then couldn't return because of a disasterous diarrhea episode. More likely, he didn't want to be there anymore. I can understand not wanting to be in class, but it is frustrating when all but a handful feel this way. In fact, I've had tough attendance problems with both classes, partially because of the rampant illness and partially because of the typical absentee-syndrome.
I really would like to blame the students in the 9:30 class. After all, I'm teaching the same stuff the same way to the 8:00 a.m. class and they love it. But the fact is that each class has its own personality, and it's my job to figure out a way to connect with the shy, apathetic class. So far, calling directly on them, giving them freewriting time, having them discuss in groups prior to class-wide discussion, and using provocative readings have not been very effective. Any suggestions?
The 9:30 a.m. class, however, acts as though someone tranquilized them. A small minority of the students offer good comments. Of these, there is seldom any passion or spirit behind their words. The rest of the students basically stare into space. I have tried very hard to call on every student, letting them know that I expect them to participate in discussion. Yet they readily cop out with incoherent grunts and monosyllabic responses. These class periods get out early and still feel long and awkward.
Today, one student actually got up halfway through class, walked out, and never returned. Perhaps he was merely going to the bathroom and then couldn't return because of a disasterous diarrhea episode. More likely, he didn't want to be there anymore. I can understand not wanting to be in class, but it is frustrating when all but a handful feel this way. In fact, I've had tough attendance problems with both classes, partially because of the rampant illness and partially because of the typical absentee-syndrome.
I really would like to blame the students in the 9:30 class. After all, I'm teaching the same stuff the same way to the 8:00 a.m. class and they love it. But the fact is that each class has its own personality, and it's my job to figure out a way to connect with the shy, apathetic class. So far, calling directly on them, giving them freewriting time, having them discuss in groups prior to class-wide discussion, and using provocative readings have not been very effective. Any suggestions?
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