10 Minute Essay (4/1)

Timing

I am in pretty good shape for this course so far, having completed two of my four student learning contract assignments. I will complete another assignment as I make a presentation on my experiences in the Dominican Republic tonight. The final project, a global salon on the impact of peak oil, will take place next Wednesday and all of the necessary arrangements have been made. These positives aside, I still need to start my online portfolio, as well as locate my 10-minute essays, which appear to have gone astray somewhere in cyberspace. Once these problems are remedied, however, I will be in a very good position to complete the work for this course in a timely fashion.

Thus far, I believe that this course has been mostly effective. The idea of a student learning contract is admirable, although the results could be unpredictable, as it relies almost purely on student motivation and responsibility. I know that taking a hard line on these assignments would be unpopular. However, to avoid a grading nightmare, I would not be afraid to enforce deadlines more stringently outside of a given grace period. Also, I would make taking attendance overt and explicitly part of the grade. Outline exceptions to an attendance policy clearly, and then enforce it. In a discussion-based class such as this, students can and should be penalized for missing class—attending is the only way to get the full impact of discussions, and this is only one day out of the week. This is not an overburdening commitment. On the subject of discussion, I do think that many interesting opinions and theories come out during class conversations. However, I would offer the advice that was offered to me during my student teaching. When engaging in discussion and group work, make sure all groups are on task and talking about the assigned topic. Not every group, however, has to or should present their opinion if the discussion is getting stale. Keep the pace quick and the topics shifting, and when you see interest waning, don’t be afraid to move on. Knowing when to let a subject go was the hardest part of my teaching experience. Overall, I think that they framework of the class is working, but with a few timing adjustments it could be more effective and engaging.