Technology changes everything. This is often a good thing and some changes do not come fast enough. Still, other changes will make you scratch your head and wonder. In this day of competitive education, of Community Colleges not just looking to cater to a select group of people (all colleges as well), the colleges are looking to teach more and more classes online. Where I teach (and I am sure other instructions as well), the goal is to be able to allow students to obtain a degree without ever having to step foot onto the campus.
This means more and more institutions are looking at teaching Public Speaking on-line as this is a required class for many disciplines. Teaching Public Speaking on-line seems a little odd. How do you judge certain criteria, even if you have the person on a video in front of you? Do you really get a full appreciation for body language and gestures? It seems that a lot would get lost.
On the other hand, in this day and age, when presentations and done via the web, when we have e-conferencing and webinars, there clearly is a place for an on-line Public Speaking course. Teaching people how to handle the technical aspect, having people feel comfortable when they are on a screen, is helpful and important.
The bottom line is, this is going to become a reality, regardless of my feelings. As a result, I am hopeful that I will be able to teach some of these classes. It would cut down on travel time, teach me a new skill and get me an extra class or two (hopefully) to teach.
Wednesday, May 27, 2009
Monday, May 25, 2009
Try To Follow Instructions
I am always amazed at students who choose not to listen to instruction given to them by their instructors. I require my students to take a speech they have heard during the semester and critique it. I tell them it can be any speech except one of their own. I also tell them I don’t want them using a speech from a movie. My thinking has to do with the fact, when the speech is critiqued, I want it to be based on the actual events and the speaker’s ability, not on the way some movie director wants it to come across.
Despite my instructions, most of the time, some student hands in a critique of a speech from a movie. This semester was no different. The only difference was, the student spent the first two paragraphs explaining why he did this and why he felt this speech qualified.
I think this approach is foolish. If he was right, let him talk with me after class, before the paper is due. Let him explain why he feels this way and let him let me respond. If he is wrong, then he is going to get a poor grade on the project because he did not complete the assignment according to my recommendations. Either way, he is not in good shape.
Students, I have a helpful hint for you; when you are given a set of instructions, usually it means the instructor wants you to follow them.
Despite my instructions, most of the time, some student hands in a critique of a speech from a movie. This semester was no different. The only difference was, the student spent the first two paragraphs explaining why he did this and why he felt this speech qualified.
I think this approach is foolish. If he was right, let him talk with me after class, before the paper is due. Let him explain why he feels this way and let him let me respond. If he is wrong, then he is going to get a poor grade on the project because he did not complete the assignment according to my recommendations. Either way, he is not in good shape.
Students, I have a helpful hint for you; when you are given a set of instructions, usually it means the instructor wants you to follow them.
Tuesday, April 21, 2009
Don't Say Too Much
We live in a society where we are all too quick to criticize things we do and point out their inadequacies. Sometimes this can really serve to do a disservice to the critical individual. For instance, a recent event proved to me that sometimes students can really say TOO MUCH!
A student recently completed a speech and I thought he did a nice job. Upon finishing the speech, it was obvious the student was disappointed and felt he did a poor job. But, the student did not simply let the body language send that message, he verbally expressed that thought as well. Upon completing the assignment, the student told me, in front of the rest of the class, that he was disappointed with that performance. He went on to point out all the things he felt he did wrong. Said student sent me an e-mail a few days later asking a question on a different topic and again apologized for delivering such a poor speech.
Initially, I thought the speech was within the A-/B+ range but the student’s comments have made me question my thinking. Beyond that, I have a dilemma. If I give the student such a high grade when he feels it was a poor speech, while the student maybe pleased, it will have him questioning by entire ability to grade speeches and to assess them.
Folks, if you are working on a school assignment, you don’t have to go out of your way to praise the job if you feel that it was not worthy of a good grade (or even if you feel it was). On the other hand, don’t be overly critical of the assignment either. At the very least it gives the teacher permission to feel comfortable, even good, about giving you a low(er) grade. At the worst, it can truly convince the teacher to give you a lower grade than s/he had initially planned.
A student recently completed a speech and I thought he did a nice job. Upon finishing the speech, it was obvious the student was disappointed and felt he did a poor job. But, the student did not simply let the body language send that message, he verbally expressed that thought as well. Upon completing the assignment, the student told me, in front of the rest of the class, that he was disappointed with that performance. He went on to point out all the things he felt he did wrong. Said student sent me an e-mail a few days later asking a question on a different topic and again apologized for delivering such a poor speech.
Initially, I thought the speech was within the A-/B+ range but the student’s comments have made me question my thinking. Beyond that, I have a dilemma. If I give the student such a high grade when he feels it was a poor speech, while the student maybe pleased, it will have him questioning by entire ability to grade speeches and to assess them.
Folks, if you are working on a school assignment, you don’t have to go out of your way to praise the job if you feel that it was not worthy of a good grade (or even if you feel it was). On the other hand, don’t be overly critical of the assignment either. At the very least it gives the teacher permission to feel comfortable, even good, about giving you a low(er) grade. At the worst, it can truly convince the teacher to give you a lower grade than s/he had initially planned.
Monday, March 2, 2009
Attendance-- Part 2
I am always amazed at how students think excused absences should have NO impact on their grades. In fairness, I used to feel this way and, to a point, still do. That being said, things can get out of hand, especially with a class that meets once a week.
This semester, my once a week classes have met five times. A student missed the first class because her father is in poor health and she needed to take care of him. The second class, she showed up for about 15 minutes of a three hour class and then needed to leave to take care of her sick kids. She is a single mother and I give her a lot of credit but it also means, in the first six hours of class, she had been there for a total of fifteen minutes.
She actually was at the third class, in its entirety. Unfortunately, that didn’t last. The next class, she needed to leave early because her brother was in a serious car accident and there was no other family member to stay with him. The following class session, her car broke down (and next week, we are on break).
I don’t question that these are legitimate reasons to miss class. I am even willing to say I will give her the benefit of a doubt and accept the fact that all these things really happened. The bottom line is, she has been there for only one class session and fifteen minutes of another. Even with all the excuses being legitimate, of course it is going to affect her grade. I just have a feeling, she will complain once final grades are released. I guess time will tell.
Up Next: Teaching a Public Speaking class entirely on-line
This semester, my once a week classes have met five times. A student missed the first class because her father is in poor health and she needed to take care of him. The second class, she showed up for about 15 minutes of a three hour class and then needed to leave to take care of her sick kids. She is a single mother and I give her a lot of credit but it also means, in the first six hours of class, she had been there for a total of fifteen minutes.
She actually was at the third class, in its entirety. Unfortunately, that didn’t last. The next class, she needed to leave early because her brother was in a serious car accident and there was no other family member to stay with him. The following class session, her car broke down (and next week, we are on break).
I don’t question that these are legitimate reasons to miss class. I am even willing to say I will give her the benefit of a doubt and accept the fact that all these things really happened. The bottom line is, she has been there for only one class session and fifteen minutes of another. Even with all the excuses being legitimate, of course it is going to affect her grade. I just have a feeling, she will complain once final grades are released. I guess time will tell.
Up Next: Teaching a Public Speaking class entirely on-line
Friday, February 27, 2009
Short Speeches
I find it interesting the number of students who try and give a very quick speech and then sit down. The speeches for class should be between 4 ½ and 7 ½ minutes. I have some students that seem to try and speak in as little time as possible. As a result, I implemented a new policy that I had hoped would take care of the problem. I tell students if they miss the time limit by more than two minutes on either end, they are started with a B- and I will go from there.
I hoped this would show students the importance of putting time and effort into planning a speech. It has worked in other semesters but not this one. I’ve had students, this semester, give speeches that were around one and a half minutes. When they get my critique back, you can tell that they are a little disappointed with the grade. After all, a student who begins at a “B-,” and uses vocal pauses and should have a stronger introduction, could find him/herself with a “C” on the assignment and the individual then questions the grade.
Folks, if you are not going to put the time into the speech, the grade will not be so great. If you don’t care enough about the topic to find more material, then the speech will not be very powerful, and neither will the grade.
Hopefully, after reading the current critiques, seeing the grades and realizing that I am serious when I talk about the grades, they will realize I mean what I say.
Up Tomorrow—Attendance- Part two!
I hoped this would show students the importance of putting time and effort into planning a speech. It has worked in other semesters but not this one. I’ve had students, this semester, give speeches that were around one and a half minutes. When they get my critique back, you can tell that they are a little disappointed with the grade. After all, a student who begins at a “B-,” and uses vocal pauses and should have a stronger introduction, could find him/herself with a “C” on the assignment and the individual then questions the grade.
Folks, if you are not going to put the time into the speech, the grade will not be so great. If you don’t care enough about the topic to find more material, then the speech will not be very powerful, and neither will the grade.
Hopefully, after reading the current critiques, seeing the grades and realizing that I am serious when I talk about the grades, they will realize I mean what I say.
Up Tomorrow—Attendance- Part two!
Thursday, February 26, 2009
Attendance
Yesterday I started ranting and raving about things that bother me. Today I will continue. It is not an unusual occurrence for a student to register for my class and then never show up. Usually it is only one or two individuals but there are semesters I finish where I have never met the student.
College policy is that these individuals need to fail the class. I used to feel bad about failing such students. I thought maybe the student got confused as to what class they registered for. I even used to send e-mails to such students, but I never got a response back for those students trying to take the class in absentia, so I gave up.
I was talking about this a couple of years ago with another adjunct and she explained that this is usually done quite deliberately. In order to get financial aid, students often have to register for a certain number of credit hours. They don’t actually have to get credit for all the classes, just register for them. Once I realized this was a game that students were playing, I no longer felt bad about failing them, I actually relished the thought and if there was anything I could do to find a way to make them have to pay back the funding, I would.
Last semester, I had a new happening. I am not sure if this is the case for all students who get financial aid or just some but, in order to get the money, the administration needs to make sure that the students have attended at least some of the class sessions come the halfway point of the semester. I got an e-mail from the administration asking about one student in particular and making sure she had been to some of the classes that took place on, or before, October 31. Guess what? Up until this date, she was at almost every class. After the date passed, I never saw her again. She was clearly playing the game.
Not only did I fail her, I sent an e-mail to administration explaining the game she was playing and how once the “magic date” passed, I never saw her. Again, I hoped this would lead to her financial aid being revoked. Unfortunately, administration told me all they needed was proof she had been there prior to 10/31. In other words, there was nothing I could do.
This semester, I have a student who showed up for the first couple of weeks of class. She came late just about every session. Since that time, I have not seen her. She was not there for any of the speaking dates set aside for the informative speech (the first speech the students give). Again, I wish there was a way I could do more than just fail these individuals.
By the way, don’t think that I am cruel or mean. A student who has true problems, who talks with me and is willing to work with me, I am willing to bend over backwards to help; it is for the students who clearly look to take advantage that I have no patience.
Up Next: The length of the speech…
College policy is that these individuals need to fail the class. I used to feel bad about failing such students. I thought maybe the student got confused as to what class they registered for. I even used to send e-mails to such students, but I never got a response back for those students trying to take the class in absentia, so I gave up.
I was talking about this a couple of years ago with another adjunct and she explained that this is usually done quite deliberately. In order to get financial aid, students often have to register for a certain number of credit hours. They don’t actually have to get credit for all the classes, just register for them. Once I realized this was a game that students were playing, I no longer felt bad about failing them, I actually relished the thought and if there was anything I could do to find a way to make them have to pay back the funding, I would.
Last semester, I had a new happening. I am not sure if this is the case for all students who get financial aid or just some but, in order to get the money, the administration needs to make sure that the students have attended at least some of the class sessions come the halfway point of the semester. I got an e-mail from the administration asking about one student in particular and making sure she had been to some of the classes that took place on, or before, October 31. Guess what? Up until this date, she was at almost every class. After the date passed, I never saw her again. She was clearly playing the game.
Not only did I fail her, I sent an e-mail to administration explaining the game she was playing and how once the “magic date” passed, I never saw her. Again, I hoped this would lead to her financial aid being revoked. Unfortunately, administration told me all they needed was proof she had been there prior to 10/31. In other words, there was nothing I could do.
This semester, I have a student who showed up for the first couple of weeks of class. She came late just about every session. Since that time, I have not seen her. She was not there for any of the speaking dates set aside for the informative speech (the first speech the students give). Again, I wish there was a way I could do more than just fail these individuals.
By the way, don’t think that I am cruel or mean. A student who has true problems, who talks with me and is willing to work with me, I am willing to bend over backwards to help; it is for the students who clearly look to take advantage that I have no patience.
Up Next: The length of the speech…
Wednesday, February 25, 2009
Anything Important Going On?
The semester is in full swing and there are a number of things which happen every semester that never cease to amaze me. One of my “favorite” occurrences happened the other day. A student missed class. I tell students that they can miss five classes for any reason but after that, it lowers their grade. (I suppose if someone could document that every single absences was excused I might consider making an exception but I am tired of students leaving early for sports games, or thinking that other happenings are more important than my class).
Anyway, back to this student who missed class. He sent me an e-mail explaining that he was sick and not up to coming to class, nor did he want to infect others (quite thoughtful). He asked me if he missed anything important.
This question infuriates me. Don’t my students know that we NEVER do anything important? What on earth could possible make him think he actually missed important, or possibly even, required material? I just show up for a paycheck! I never cover important material, I just come to class for my health!
A note to students: When we teach classes, any of us, we put time and effort into our lesson plan; we believe the material we are covering is important or we wouldn’t cover it. It is very frustrating to put energy into something only to have someone suggest that it might not be important. Don’t ask that question. In this case, it is okay to assume. Always assume that there is “important” information being covered.
The better question to ask is, “As you know I missed class, I really wasn’t feeling well. What do I need to make up the missed work and stay up to date with the rest of the class?”
Up next (Tomorrow): Students who never show up!
Anyway, back to this student who missed class. He sent me an e-mail explaining that he was sick and not up to coming to class, nor did he want to infect others (quite thoughtful). He asked me if he missed anything important.
This question infuriates me. Don’t my students know that we NEVER do anything important? What on earth could possible make him think he actually missed important, or possibly even, required material? I just show up for a paycheck! I never cover important material, I just come to class for my health!
A note to students: When we teach classes, any of us, we put time and effort into our lesson plan; we believe the material we are covering is important or we wouldn’t cover it. It is very frustrating to put energy into something only to have someone suggest that it might not be important. Don’t ask that question. In this case, it is okay to assume. Always assume that there is “important” information being covered.
The better question to ask is, “As you know I missed class, I really wasn’t feeling well. What do I need to make up the missed work and stay up to date with the rest of the class?”
Up next (Tomorrow): Students who never show up!
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