It is always exciting when family members reach new milestones. My nephew just finished registering for college classes for the first time and I found this very exciting. Perhaps, because I teach college courses, it appeals to me more than most. Still, I love hearing the tales about student experiences, especially when it comes to registering for classes..
My sister told me how he has to take a class called, “Listening to Music”. It is a music appreciation class but the title of the class certainly makes it sound like a joke. Still, music appreciation classes can be some of the most important classes, and difficult ones, students can take (and I struggled to pass one that I took). Perhaps if I took some child music education classes, I would have had an easier time.
I know videotapes like the Baby Mozart programs are said to be very helpful as anytime you have children music programs, it makes things easier for people as they get older. In fact, a good music program is said to help children become better adjusted, be more open to diverse ideas and actually get better grades in school, as well as be more appreciative of music. This is why some adults actually get children involved in baby music classes. So, while we may make fun of the name of the class, we should not lose sight of how beneficial such classes can be.
Tuesday, August 18, 2009
Bad Moods
The other day I was in a bad mood and when people asked me to do things that normally I would have gladly done, it just rubbed me the wrong way. I didn’t want to help anybody. It is amazing how our perception can be completely different based on our mood.
I try not to grade speeches or assignments, or even write critiques, if I am in a bad mood as it would not be fair of me to grade students at that point in time. Of course, if the student is the one who put me in a bad mood, it could be different. The point is, we all have our different moods and we need to do what we can not to let bad moods, or concerns or anything else, negatively affect us when we are dealing with other people.
Fortunately, for the most part, I am in a good mood and enjoy what I do but it is important to remember, it is not always them, sometimes it is us.
I try not to grade speeches or assignments, or even write critiques, if I am in a bad mood as it would not be fair of me to grade students at that point in time. Of course, if the student is the one who put me in a bad mood, it could be different. The point is, we all have our different moods and we need to do what we can not to let bad moods, or concerns or anything else, negatively affect us when we are dealing with other people.
Fortunately, for the most part, I am in a good mood and enjoy what I do but it is important to remember, it is not always them, sometimes it is us.
Making The Job Easier
It is amazing how technology can make our jobs easier as instructors. There are, of course, the obvious items such as the computer and word processor, which make it easier and quicker to type of documents. There are other items as well. For instance, when I started feeling carpal tunnel symptoms, I knew if this became a major issue I could find software that allowed me to speak and it would type what I said. When I started experiencing serious back problems, I knew there were Massage Chairs that could make it easier for me to sit at my computer and type critiques, lesson plans, or anything else I needed to take care of. Such chairs have been a godsend for me and enabled me to do work when otherwise I might not have been able to do so.
Thursday, August 13, 2009
Frustration
As a New York Met fan, this has been a frustrating baseball season. The season has been riddled with injuries, the team isn't playing well and I, as a fan, am just frustrated. Learning to deal with frustration, to overcome adversity, is important for anyone to learn. Obviously, dealing with the frustrations of my baseball is extremely minor, compared to some of the things others have to deal with.
Sometimes, I have to deal with students who have dealt with, or are dealing with, real tragedies and difficulties. A couple of years ago, I even had a student who told me she was contemplating suicide. At the time, I blogged about the fact that the college doesn't train individuals how to deal with such situations.
What is still amazing to me is, how much information one can get on the internet and how one can become self trained on an issue. There are people who run their own internet businesses, teaching others how to do things. Of course, doing something like that would require needing some kind web hosting. But, even information of that kind, needing dedicated server hosting, can be found on the internet. One can learn things about security issues and so much more.
So, the next time you need to get information from the web, do the necessary research, but take a moment to think about the hard work the person who put the information out there had to go through to make it possible for you.
Sometimes, I have to deal with students who have dealt with, or are dealing with, real tragedies and difficulties. A couple of years ago, I even had a student who told me she was contemplating suicide. At the time, I blogged about the fact that the college doesn't train individuals how to deal with such situations.
What is still amazing to me is, how much information one can get on the internet and how one can become self trained on an issue. There are people who run their own internet businesses, teaching others how to do things. Of course, doing something like that would require needing some kind web hosting. But, even information of that kind, needing dedicated server hosting, can be found on the internet. One can learn things about security issues and so much more.
So, the next time you need to get information from the web, do the necessary research, but take a moment to think about the hard work the person who put the information out there had to go through to make it possible for you.
Wednesday, August 12, 2009
Walking The Dog
It’s time for another dog story. I was out walking my dog and I noticed all the liter people throw on the ground, garbage, sandwiches, all sorts of things. I have a puppy and, like most pups, he likes to eat anything he can get a hold of. I try to catch it in time and stop him from doing so, but do not always succeed.
One reason to try and prevent this is to keep my dog safe. I have no idea how safe it is for him to eat things thrown out. I know if he were in the wild, he would eat all this stuff. The fact, however, is he is not in the wild and animals in captivity, or in my case owned by humans, tend to live longer than ones in the wild.
The bottom line is, the actions of others can have an impact on the life of my dog. Someone throws something on the ground and does not even think about it and my dog eats it, it could cause damage to him. On the other hand, many more people are conscientious. I don’t even know everyone who has passed by there and not committed such acts but to them I say, “Thank you,” as they are helping to keep my dog safe.
Teaching is a lot like this. It is the actions of others, in this case teachers, that have an impact on the students long after the student is no longer in the classroom (at least that is what we like to believe). It is the action of parents, friends and even strangers that have shaped that person into the individual s/he is before the student ever enters our classroom. The things we do have an impact on everybody else and we need to do our best to make sure that impact is a positive one.
One reason to try and prevent this is to keep my dog safe. I have no idea how safe it is for him to eat things thrown out. I know if he were in the wild, he would eat all this stuff. The fact, however, is he is not in the wild and animals in captivity, or in my case owned by humans, tend to live longer than ones in the wild.
The bottom line is, the actions of others can have an impact on the life of my dog. Someone throws something on the ground and does not even think about it and my dog eats it, it could cause damage to him. On the other hand, many more people are conscientious. I don’t even know everyone who has passed by there and not committed such acts but to them I say, “Thank you,” as they are helping to keep my dog safe.
Teaching is a lot like this. It is the actions of others, in this case teachers, that have an impact on the students long after the student is no longer in the classroom (at least that is what we like to believe). It is the action of parents, friends and even strangers that have shaped that person into the individual s/he is before the student ever enters our classroom. The things we do have an impact on everybody else and we need to do our best to make sure that impact is a positive one.
Tuesday, August 11, 2009
Final Destinations
Having to travel an hour everyday to get to where I teach, I have often felt like I should get a supercharger for my car and get to my destination more quickly. This way, I could get to campus faster and spend more time doing other things that need to get done. One day I may just go ahead and get a pontiac supercharger for my car.
In this day and age of the internet, it is nice to know that if I ever decide to go forward with this, there are good prices that I could easily find. I wish you good luck finding the best price and reaching your final destination, safely.
In this day and age of the internet, it is nice to know that if I ever decide to go forward with this, there are good prices that I could easily find. I wish you good luck finding the best price and reaching your final destination, safely.
Syllabus Corrections
It is always interesting updating my syllabus for each semester. For the most part it stays the same from semester to semester but there are always tweaks that I make to the syllabus. As I was reviewing the syllabus for the upcoming fall semester, I caught a mistake that would have been humorous if I left alone (or the students would have decided I just wasn't that intelligent. I have something in my syllabus that talks about what happens in the unlikely event that school is canceled due to inclement weather. For the summer class I taught, I added a parenthetical comment about how it would be even more unlikely because it was a summer class. Fortunately, I caught this “mistake” and removed that comment from the syllabus.
Vacations
As the summer winds to a close, once again I regret that, unlike when I was a child, I will not be able to get away for a family vacation. I hope the students that go away realize how fortunate they are. And, how much better if the experiences can actually help with school work?
Now is the time for students who are enjoying vacation to think about topics they might want to use for a speech. While students claim to like the fact they have complete flexibility to pick their speech topics, the truth is a number of them get frustrated because the range is so broad. This is actually a point made by the author of the textbook that we use.
I always tell students to use things they enjoy talking about. Certainly someone who is on vacation usually enjoys what they did. For instance, a student who went to a fine art gallery in Los Angeles, perhaps saw works by Dino Rosin, could use the museum, the specific pieces of work or anything else s/he learned while at the museum for a speech.
Hopefully as students are enjoying their summer, while they spend the majority of time just enjoying, they do take a little time to consider how their adventures work into various classes they will be taking. Public Speaking is, obviously, a great class to discuss various adventures.
Now is the time for students who are enjoying vacation to think about topics they might want to use for a speech. While students claim to like the fact they have complete flexibility to pick their speech topics, the truth is a number of them get frustrated because the range is so broad. This is actually a point made by the author of the textbook that we use.
I always tell students to use things they enjoy talking about. Certainly someone who is on vacation usually enjoys what they did. For instance, a student who went to a fine art gallery in Los Angeles, perhaps saw works by Dino Rosin, could use the museum, the specific pieces of work or anything else s/he learned while at the museum for a speech.
Hopefully as students are enjoying their summer, while they spend the majority of time just enjoying, they do take a little time to consider how their adventures work into various classes they will be taking. Public Speaking is, obviously, a great class to discuss various adventures.
Monday, August 10, 2009
Walking The Dog
The day started out fine as I took the dog out for a walk. The walk started out fine as the puppy was glad to get out for a walk. Somewhere in the middle of the journey it all changed, however. All of a sudden, the dog started nipping and teething. Unfortunately this is not all that uncommon for him and, since I was wearing shorts, the ankle bitter was becoming very annoying.
I tried to get him to stop using the methods we learned in training class but they didn't work. I decided to try some of those methods others have suggested such as pushing him out of the way with my knees (not hard and not hurting him), yelling at him and putting my hands on him to show I was dominate. None of these methods were causing pain to the dog (and none of these methods were working either).
A man in one of the nearby houses came out to make sure that everything was okay. When I assured him it was, he started chastising me, telling me I shouldn't be hurting the dog and that he seemed very friendly and like a good boy. I was glad someone came out to check but I really did not appreciate the comments, which were not at all helpful.
As a teacher, I find that this is a constant battle, knowing what to say when. Sometimes, even though you feel a certain way, you need to stay quiet, even if it is a critique on a speech. A person should not be overwhelmed with too much information. Other times, it is important to make comments. Either way, you need to be careful of what you say and how you say it. I have already had a student tell me there is no such thing as constructive criticism, that criticism is criticism.
When making comments, of course, it is important to have all the facts. The man who came out and chastised me clearly did not have all the facts.
I tried to get him to stop using the methods we learned in training class but they didn't work. I decided to try some of those methods others have suggested such as pushing him out of the way with my knees (not hard and not hurting him), yelling at him and putting my hands on him to show I was dominate. None of these methods were causing pain to the dog (and none of these methods were working either).
A man in one of the nearby houses came out to make sure that everything was okay. When I assured him it was, he started chastising me, telling me I shouldn't be hurting the dog and that he seemed very friendly and like a good boy. I was glad someone came out to check but I really did not appreciate the comments, which were not at all helpful.
As a teacher, I find that this is a constant battle, knowing what to say when. Sometimes, even though you feel a certain way, you need to stay quiet, even if it is a critique on a speech. A person should not be overwhelmed with too much information. Other times, it is important to make comments. Either way, you need to be careful of what you say and how you say it. I have already had a student tell me there is no such thing as constructive criticism, that criticism is criticism.
When making comments, of course, it is important to have all the facts. The man who came out and chastised me clearly did not have all the facts.
Friday, August 7, 2009
Modernizing
As I am revising my syllabus for the fall semester, a flood of speeches previously given come rushing back. For me, this is actually a very enjoyable part of teaching and preparing syllabi, I get to relive speeches given years ago. It amazes me how many speeches from years gone by I actually remember. Since the demonstration speeches are the first ones to be delivered, right now those are the ones I recall.
I had a student who delivered a speech about how to make your own dress for a formal occasion. She was a fashion major and she argued that she believed people could make a dress in less than 24 hours. She put the theory to the test and made a prom dress overnight. That is one skill I have never even attempted to master.
Another student delivered a speech about how to take care of a garden. That one, at the time, was not one that I thought I could use but a few years later, when I purchased a house, I found some of the knowledge coming back, and very helpful.
As a homeowner, any speech related to home improvement and decorations now has special interest to me as I wonder if I can actually use some of the information in working around my house. Whether it is looking at kitchen sinksand looking to modernize my kitchen or learning about installing a ceiling fan, I find I wonder if I will ever be able to do these things on my own.
I had a student who delivered a speech about how to make your own dress for a formal occasion. She was a fashion major and she argued that she believed people could make a dress in less than 24 hours. She put the theory to the test and made a prom dress overnight. That is one skill I have never even attempted to master.
Another student delivered a speech about how to take care of a garden. That one, at the time, was not one that I thought I could use but a few years later, when I purchased a house, I found some of the knowledge coming back, and very helpful.
As a homeowner, any speech related to home improvement and decorations now has special interest to me as I wonder if I can actually use some of the information in working around my house. Whether it is looking at kitchen sinksand looking to modernize my kitchen or learning about installing a ceiling fan, I find I wonder if I will ever be able to do these things on my own.
Competing With Yourself
Years ago when I was in school, I would compete with my friends to see who would get a better grade on a test or an assignment. When I was in the work place, I would compete with colleagues to see who would finish a day with more productivity. I used to compete with people, and certainly most people do like to compete with others.
When I was in college, I was doing an internship with someone who was considered tops in her field. I made a comment to her once about the fact she had no one to compete with but she told me she did, she competed with herself.
Ever since that time, I find that I compete with myself more than I compete with anyone else. Can I give a better speech this time than last time? Can I find a more effective way to teach a topic this semester than last one? Can I find a better movie clip to illustrate a point? Can I finish this hour with three complete instead of the two I got last hour or, if I don’t get any completes, can I make twice as many calls this hour as I made last hour?
Ever since I “discovered” this method, or really adopted it, I find I do better. I can be tough to please so, I have to please myself and if someone does better than I, good for him or her. I actually encourage students to use this approach as well. Instead of seeing if you got a higher grade than a friend, how about seeing if you got a higher grade than you did on the last speech or assignment. Were you more pleased with the job you did this time around? If so, that is a major victory.
Competition is a good thing but I encourage you to compete with the right person.
When I was in college, I was doing an internship with someone who was considered tops in her field. I made a comment to her once about the fact she had no one to compete with but she told me she did, she competed with herself.
Ever since that time, I find that I compete with myself more than I compete with anyone else. Can I give a better speech this time than last time? Can I find a more effective way to teach a topic this semester than last one? Can I find a better movie clip to illustrate a point? Can I finish this hour with three complete instead of the two I got last hour or, if I don’t get any completes, can I make twice as many calls this hour as I made last hour?
Ever since I “discovered” this method, or really adopted it, I find I do better. I can be tough to please so, I have to please myself and if someone does better than I, good for him or her. I actually encourage students to use this approach as well. Instead of seeing if you got a higher grade than a friend, how about seeing if you got a higher grade than you did on the last speech or assignment. Were you more pleased with the job you did this time around? If so, that is a major victory.
Competition is a good thing but I encourage you to compete with the right person.
Exterior Shutters
I am now in the position of needing to get my syllabus done for the upcoming semester. One change I made is, the first speech students give is the demonstration speech. As with the persuasive one, there are many categories and topics that can be used, like setting up exterior shutters.
Syllabus Time
I am debating if by teaching the summer class it will make things easier for the fall semester or not. I recently received an e-mail letting me know that I needed to submit electronically my copy of attendance and of my grade book (I had previously submitted my grades but the department needs a copy). I took care of that today and got a friendly reminder that now that I have taken care of everything I need to do for the summer class, I have to submit my syllabus for the fall semester shortly. Although it should not have, this caught me off guard. Perhaps it is a good thing that I am jumping from one thing to the next. Perhaps, however, it would be more helpful if I had a little more of a break. I am still debating this.
Technology To The Rescue
I pride myself on being able to find non-traditional methods to help make points to students. I enjoy being able to use examples from the movies and television to show them examples of various aspects that apply to public speaking (such as using the emotional appeal in a persuasive speech- or argument). Often times, I have to schlep DVD's and Video Tapes back and forth. Fortunately, things like YouTube often help and make it easier as I can find snippets of things I have used. Recently, I found a new source to be helpful as I can find Free TV Online. Since I have been known to use clips from I Love Lucy and Batman, among others, I can just click on the link to classic TV shows (or shows from a certain decade), and I have exactly what I need.
Technology is wonderful.
Technology is wonderful.
Personality
I am currently on a break at work and things today have been going really well. It is amazing how talkative people are today, while still remaining all business and giving me quick, concise answers to my questions. Having the day progress like this reminded me that, it is not only about my skills but about the skills and effectiveness of the people on the other end of the conversation. It is kind of like teaching a class.
As an instructor, I can do many things and I have my own style and way of doing things. It is, however, often the students, the personality of the class as a whole, that determines how effective the class will be. Today, it has been the personalities of the individuals I have talked with, next month it will be the class as a whole. Hopefully the class will be just as good as the people I have talked with today.
As an instructor, I can do many things and I have my own style and way of doing things. It is, however, often the students, the personality of the class as a whole, that determines how effective the class will be. Today, it has been the personalities of the individuals I have talked with, next month it will be the class as a whole. Hopefully the class will be just as good as the people I have talked with today.
Satellite TV Could Be A Speech Topic
Having recently completed my summer course, once again I am intrigued by home difficult students find it to come up with topics for speeches. There are so many different topics out there and so many which would work for speeches. For instance, a student who is fascinated by television service could deliver a speech about directtv vs. dish. A speech about satellite television Promos, or satellite television providers would make be interesting and could make a fascinating speech.
So, where could one get information about this? There are many different places. For instance, a website about Satellite TV Promos, a website that would provide information about the best deals and packages would be helpful. Of course, there would need to be other sources used as well, sources that would have information about the advantages and disadvantages of both but a good starting point would be with the aforementioned websites.
This, of course, is only one of many possible topics but I truly think students need to think outside the box and come up with new and interesting topics.
So, where could one get information about this? There are many different places. For instance, a website about Satellite TV Promos, a website that would provide information about the best deals and packages would be helpful. Of course, there would need to be other sources used as well, sources that would have information about the advantages and disadvantages of both but a good starting point would be with the aforementioned websites.
This, of course, is only one of many possible topics but I truly think students need to think outside the box and come up with new and interesting topics.
Thursday, August 6, 2009
Cretures Of Habit
There is a poster that says, “Everything I needed to know, I learned from my dog,” and then it lists a number of things we can learn from the animal. There are actually a number of similar poster to this effect but, as I was walking my dog earlier today, this was the one that came to mind. I realized, that as he exhibited certain mannerisms, I knew what he was going to do. I knew, just by the way he was acting, when he was going to go to the bathroom, when he was going to teethe, when he was going to bark, etc. While I have always known it, by watching the dog it drove home the point that we are creatures of habit. Our habits are often the same as we look to do certain things.
I have actually tried to use this idea when it comes to Public Speaking. Most individuals tense up when they have to speak. I want to turn them into creatures of habit who don’t fear public speaking but rather, enjoy it and even look forward to it.
One thing I do is, on non-speaking days, each student has to get up in front of the class and respond to the question of the day. The idea is, they get so used to this that it makes it easier when they have to stand up and give a graded speech, they have become creatures of habit when it comes to speaking.
With my summer course, it was a little more difficult as every Thursday they had to speak, starting from the second day of class. They only had a few times, five to be exact, to speak in the non-graded situation. Repetition is important when trying to develop a pattern, a habit. I did not have as much time as I would have liked. I do think it helped and I am glad I still did it. Still, we have to role with the punches life throws, or in this case that the class threw and I simply did it as best I could. No regrets, helpful, but not as effective as I would have liked it to have been.
That actually probably sums up my experience teaching a summer class.
I have actually tried to use this idea when it comes to Public Speaking. Most individuals tense up when they have to speak. I want to turn them into creatures of habit who don’t fear public speaking but rather, enjoy it and even look forward to it.
One thing I do is, on non-speaking days, each student has to get up in front of the class and respond to the question of the day. The idea is, they get so used to this that it makes it easier when they have to stand up and give a graded speech, they have become creatures of habit when it comes to speaking.
With my summer course, it was a little more difficult as every Thursday they had to speak, starting from the second day of class. They only had a few times, five to be exact, to speak in the non-graded situation. Repetition is important when trying to develop a pattern, a habit. I did not have as much time as I would have liked. I do think it helped and I am glad I still did it. Still, we have to role with the punches life throws, or in this case that the class threw and I simply did it as best I could. No regrets, helpful, but not as effective as I would have liked it to have been.
That actually probably sums up my experience teaching a summer class.
Wednesday, August 5, 2009
How To Treat Them
When I was in college, I remember going to a Met game. The Mets were playing the Montreal Expos and the Expos sent John Milner up as a pinch hitter. Sitting a few rows in front of me were a father and son tandem. As Milner was introduced as the pinch hitter, the father started booing loudly and then turned to his son, with a huge grin on his face and said, “That’s how you treat the opposition”.
As a long time Met fan, I remembered John Milner playing for the Mets (I don’t think the father a few rows in front did), I remembered Milner as someone who always tried his best and gave 100% and, especially considering the team, was not a bad player. I left thinking how unfortunate for that child to be taught to have such little regard for a man with class, a hard worker and a loyal Met player back in the day.
Now, fast forward to the present day (and I am probably getting a little controversial here). While the semester is out, I have taken a job working on the telephones, conducting phone interviews (no sales). It is not my ideal job but it is an honest day’s work (for an honest day’s pay). I’ve done it in the past and I’m still pretty good at it but, honestly, the older I get, the tougher it is to do for eight hours. I also confess, I get more frustrated now than I ever did when people hang up on me. I don’t mind people tell me, “No thank you, I’m not interested,” but I do find hanging up on me just plain rude, and some of them seem to be very gleeful when they do it, I can just hear these people turning to their children and saying, “That’s the way you treat them”.
In this particular case, I find it particularly annoying because the survey is actually about five minutes and after we introduce ourselves and the survey (I timed this at 15 seconds), we ask, “May I continue”. These individuals are given the option of saying, “No”. Sometimes, I get all the way through the introduction and ask, “May I continue,” and instead of the person saying, “No,” or, “I’m not interested,” they still just slam down the phone. I find that particularly aggravating.
The good news is, I am always on the lookout for new material to use for my class. I have a feeling that when I cover persuasive speaking this coming semester, my phone surveying experiences are going to give me new material to work into the class.
As a long time Met fan, I remembered John Milner playing for the Mets (I don’t think the father a few rows in front did), I remembered Milner as someone who always tried his best and gave 100% and, especially considering the team, was not a bad player. I left thinking how unfortunate for that child to be taught to have such little regard for a man with class, a hard worker and a loyal Met player back in the day.
Now, fast forward to the present day (and I am probably getting a little controversial here). While the semester is out, I have taken a job working on the telephones, conducting phone interviews (no sales). It is not my ideal job but it is an honest day’s work (for an honest day’s pay). I’ve done it in the past and I’m still pretty good at it but, honestly, the older I get, the tougher it is to do for eight hours. I also confess, I get more frustrated now than I ever did when people hang up on me. I don’t mind people tell me, “No thank you, I’m not interested,” but I do find hanging up on me just plain rude, and some of them seem to be very gleeful when they do it, I can just hear these people turning to their children and saying, “That’s the way you treat them”.
In this particular case, I find it particularly annoying because the survey is actually about five minutes and after we introduce ourselves and the survey (I timed this at 15 seconds), we ask, “May I continue”. These individuals are given the option of saying, “No”. Sometimes, I get all the way through the introduction and ask, “May I continue,” and instead of the person saying, “No,” or, “I’m not interested,” they still just slam down the phone. I find that particularly aggravating.
The good news is, I am always on the lookout for new material to use for my class. I have a feeling that when I cover persuasive speaking this coming semester, my phone surveying experiences are going to give me new material to work into the class.
Tuesday, August 4, 2009
Leniency
I have recently been beating myself up over a stupid action (or non-action) on my part. There was a job I was interested in and I set up an interview for the position. Now, in fairness, while the job sounded fantastic, the irregular hours, pay and lack of ANY guarantees, gave me pause. Still, I wanted to learn more about the position, go to the interview and see where things went from there.
The interview was scheduled for 11:00 AM. I arrived just a few minutes early and was ready to go. When I got there, I learned that I had the wrong time in my head and it the interview was actually slated for 10:00 AM. I was so sure I had the right time, I went back and checked the e-mail. Guess what? It was for 10:00. I completely blew it. The interviewer was nice enough to still meet with me but, in reality, I knew I blew my chance. To make matters even worse, I could have easily been there at 10:00. When I finished the interview, I left with the feeling that if the shoe was on the other foot, I would not hire me for the position.
I then started thinking if this was any different than students who need extra time for assignments, have some kind of sob story for me or have poor attendance. In part, it isn't, but only in part. I think one thing that makes the situation different for me is, I did not deliberately do this AND I acknowledge my stupidity and that the consequences I suffer are my own fault.
I actually had a student years ago who missed the final exam. She came up to me afterward and apologized. She explained that she needed to get a friend to an important meeting and he had no other way of getting there. She said she hoped I would be kind enough to let her take a makeup exam but she understood if I didn't since she consciously made this decision and knew there would be consequences.
Truth is, a student like that gets a lot further with me than one who always looks to blame things on other people. She recognized what she did and, in effect, asked for leniency (which by the way I granted). Unfortunately, I am unable to be so kind in granting leniency to myself.
Well, the consolation is, you can bet, I won't let something like this happen to me again.
The interview was scheduled for 11:00 AM. I arrived just a few minutes early and was ready to go. When I got there, I learned that I had the wrong time in my head and it the interview was actually slated for 10:00 AM. I was so sure I had the right time, I went back and checked the e-mail. Guess what? It was for 10:00. I completely blew it. The interviewer was nice enough to still meet with me but, in reality, I knew I blew my chance. To make matters even worse, I could have easily been there at 10:00. When I finished the interview, I left with the feeling that if the shoe was on the other foot, I would not hire me for the position.
I then started thinking if this was any different than students who need extra time for assignments, have some kind of sob story for me or have poor attendance. In part, it isn't, but only in part. I think one thing that makes the situation different for me is, I did not deliberately do this AND I acknowledge my stupidity and that the consequences I suffer are my own fault.
I actually had a student years ago who missed the final exam. She came up to me afterward and apologized. She explained that she needed to get a friend to an important meeting and he had no other way of getting there. She said she hoped I would be kind enough to let her take a makeup exam but she understood if I didn't since she consciously made this decision and knew there would be consequences.
Truth is, a student like that gets a lot further with me than one who always looks to blame things on other people. She recognized what she did and, in effect, asked for leniency (which by the way I granted). Unfortunately, I am unable to be so kind in granting leniency to myself.
Well, the consolation is, you can bet, I won't let something like this happen to me again.
Monday, August 3, 2009
The Sandwich Approach
As a member of Toastmaster, a Public Speaking organization, I have “stolen” some ideas from their model and implemented them into my classroom. One thing I use is the sandwich approach. What is the sandwich approach?
When I grade a speech, I give the student a critique of the speech. The sandwich approach says first you tell a speaker something positive about a speech. No matter how good, or how bad a speech, there is always something positive that can be said. Next, you offer a suggestion for improvement. No matter how good, or how bad a speech, there is always something that can be improved. To state otherwise implies it is possible for a speaker to give a “perfect” speech. While speech can be excellent, engaging, exciting and do exactly what it is supposed to, it is impossible (at least in my mind) for a speech to be perfect. By making a suggestion, you are helping to make the individual a better speaker. Then, you always finish with a positive comment.
By using this approach, first it helps the speaker know what s/he did well. That is important as it allows a speaker to strengthen the positives. It also makes a speaker feel good about having spoken and makes them more willing to hear a suggestion. The suggestion helps the speaker improve on a weakness and finishing with a positive should leave a speaker feeling good about having spoken, and speaking is not easy for anyone to do publically.
Since I grade the speeches, I am a little more limited in how I do this, but I manage. My evaluation forms have three parts. The first part is called, “Comments”. This is a three paragraph part that follows the sandwich approach formula. The second part is called “Organization”. This part focus on the introduction, body and conclusion. This includes the research that was done and the information that was covered and researched. The last part is called “Delivery” and it focuses on how the speech was presented including gestures, vocal variety and vocal pauses. The second and third parts of the critique do not necessarily use the sandwich approach, however, I always try to make the last comment in the delivery section a positive comment. This way, not only is the opening section in sandwich form, the entire critique is, in the sense that the first thing the individual reads is a positive comment under comments, then there are comments made both about things done well and things that can use improvement but the last thing the speaker reads is another positive.
I have seen individuals take a critique, look at the grade, show disappointment but not read the comments that explain why I gave them that grade. One speaker even told me, “I never read the comments”. So, why do this? I recently learned the answer.
Since the summer is slow, I took a part time job working on the phones conducting phone surveys (not selling anything). I’ve don’t this before but this is the first time in quite some time and it is a new company for me. We get feedback, e-mailed to us, on the surveys we complete, if there are changes, or problems that have to be corrected. I have gotten a few back and, some of the changes are minimal. For instance, I capitalize the letter “Q” before the question number if I am recording a comment. The “Q” is supposed to be lowercase.
First, this is something that someone could simply tell me and I would make the change. Second, nowhere on the critique does it say ANYTHING positive about the work that was done. Lastly, not only does it not say anything positive but under the overall “Quality Assurance” section, it says “Needs Improvement,” for simply needing to change something to lowercase. After getting a few of these back from the first day I worked there, I simply started tuning out. I made the change but these “Evaluations” mean nothing to me as it is a simple, stupid little thing and there was no praise what so ever.
This taught me that, while many may not read the comments, for the few who do, for the people who are like me, it makes all the difference in the world and is important. I will continue to evaluate using my method.
When I grade a speech, I give the student a critique of the speech. The sandwich approach says first you tell a speaker something positive about a speech. No matter how good, or how bad a speech, there is always something positive that can be said. Next, you offer a suggestion for improvement. No matter how good, or how bad a speech, there is always something that can be improved. To state otherwise implies it is possible for a speaker to give a “perfect” speech. While speech can be excellent, engaging, exciting and do exactly what it is supposed to, it is impossible (at least in my mind) for a speech to be perfect. By making a suggestion, you are helping to make the individual a better speaker. Then, you always finish with a positive comment.
By using this approach, first it helps the speaker know what s/he did well. That is important as it allows a speaker to strengthen the positives. It also makes a speaker feel good about having spoken and makes them more willing to hear a suggestion. The suggestion helps the speaker improve on a weakness and finishing with a positive should leave a speaker feeling good about having spoken, and speaking is not easy for anyone to do publically.
Since I grade the speeches, I am a little more limited in how I do this, but I manage. My evaluation forms have three parts. The first part is called, “Comments”. This is a three paragraph part that follows the sandwich approach formula. The second part is called “Organization”. This part focus on the introduction, body and conclusion. This includes the research that was done and the information that was covered and researched. The last part is called “Delivery” and it focuses on how the speech was presented including gestures, vocal variety and vocal pauses. The second and third parts of the critique do not necessarily use the sandwich approach, however, I always try to make the last comment in the delivery section a positive comment. This way, not only is the opening section in sandwich form, the entire critique is, in the sense that the first thing the individual reads is a positive comment under comments, then there are comments made both about things done well and things that can use improvement but the last thing the speaker reads is another positive.
I have seen individuals take a critique, look at the grade, show disappointment but not read the comments that explain why I gave them that grade. One speaker even told me, “I never read the comments”. So, why do this? I recently learned the answer.
Since the summer is slow, I took a part time job working on the phones conducting phone surveys (not selling anything). I’ve don’t this before but this is the first time in quite some time and it is a new company for me. We get feedback, e-mailed to us, on the surveys we complete, if there are changes, or problems that have to be corrected. I have gotten a few back and, some of the changes are minimal. For instance, I capitalize the letter “Q” before the question number if I am recording a comment. The “Q” is supposed to be lowercase.
First, this is something that someone could simply tell me and I would make the change. Second, nowhere on the critique does it say ANYTHING positive about the work that was done. Lastly, not only does it not say anything positive but under the overall “Quality Assurance” section, it says “Needs Improvement,” for simply needing to change something to lowercase. After getting a few of these back from the first day I worked there, I simply started tuning out. I made the change but these “Evaluations” mean nothing to me as it is a simple, stupid little thing and there was no praise what so ever.
This taught me that, while many may not read the comments, for the few who do, for the people who are like me, it makes all the difference in the world and is important. I will continue to evaluate using my method.
Sunday, August 2, 2009
Carol Burnett Said It Best
I’m so glad we had this time together,
Just to have a laugh or sing a song
Seems we just get started and before you know it
Comes the time we have to say ‘So Long’.
Some of you might remember this signoff song that Carol Burnett sang at the end of The Carol Burnett Show. Interesting that I had this song running through my head this past Thursday. That was the last day of the summer class I was teaching. Since it was just a five week, it seemed like we had just got started and now it was time to say ‘so long’.
The truth is, the course was not as difficult of exhausting as I thought it would be. Sure, every Thursday was for speeches. It was a lot of things crammed into one day, into one session (as we had to do more than just speeches on Thursday), into five weeks but I managed.
More importantly, the course seemed to work for the students. I asked the students for feedback at the end of the semester. I let them know this was the first time I was teaching a summer class and I wanted and needed their feedback to see if I needed to make any changes. There were minor suggestions and the students seemed to disagree with each other. What they all seemed to agree on was the five weeks moved quicker than they thought it would and that they enjoyed the class (always nice to hear).
I still like it better when it is a 15 week course, but all things considered, it went well and, if they are going to offer it and pay someone to teach it, I am happy to be the one teaching the course. And, the early returns seem to indicate they will be offering two sessions of Public Speaking next summer and they want me to teach one of those sections.
Just to have a laugh or sing a song
Seems we just get started and before you know it
Comes the time we have to say ‘So Long’.
Some of you might remember this signoff song that Carol Burnett sang at the end of The Carol Burnett Show. Interesting that I had this song running through my head this past Thursday. That was the last day of the summer class I was teaching. Since it was just a five week, it seemed like we had just got started and now it was time to say ‘so long’.
The truth is, the course was not as difficult of exhausting as I thought it would be. Sure, every Thursday was for speeches. It was a lot of things crammed into one day, into one session (as we had to do more than just speeches on Thursday), into five weeks but I managed.
More importantly, the course seemed to work for the students. I asked the students for feedback at the end of the semester. I let them know this was the first time I was teaching a summer class and I wanted and needed their feedback to see if I needed to make any changes. There were minor suggestions and the students seemed to disagree with each other. What they all seemed to agree on was the five weeks moved quicker than they thought it would and that they enjoyed the class (always nice to hear).
I still like it better when it is a 15 week course, but all things considered, it went well and, if they are going to offer it and pay someone to teach it, I am happy to be the one teaching the course. And, the early returns seem to indicate they will be offering two sessions of Public Speaking next summer and they want me to teach one of those sections.
Sunday, July 26, 2009
A Surcharge! For What?
I have figured out a new way to make more money for teaching my classes. I am going to charge each student a surcharge for calculating his/her grade. I know that sounds crazy but I think it will work.
“Aren’t the students already paying to take your class,” you ask.
“Doesn’t the college pay you to teach that class and isn’t grading part of the responsibilities of teaching the class,” you ask.
“Isn’t that unethical,” you say.
The answer to all those questions, including the last one, is, “Yes!”
So, how am I going to get away with it? I still think it is not going to be too difficult. I am actually stealing the idea from local governments.
I confess, recently I got a ticket for speeding (a ticket I am fighting). Nowhere on the ticket does it say what the fine is. When I went to court to issue my, “Not Guilty,” plea, I found out that if I plead guilty, the judge decides how much the fine should be.
This, in and of itself, is wrong. Imagine if I did not let my students know how much each assignment counted when determining their final grades. Imagine if I did not weigh each assignment the same for each student. The students would be up in arms, someone would probably go to the department to complain and I would probably get a severe talking to, at best. And I would deserve it, or worse. Yet, this is exactly what the justice system is doing. It is no longer pay X amount for speeding and Y amount for ever mile over the speed limit you were going (or something like that). The justice can determine the amount. S/he may have a set formula to determine this but the justice does not have to, it is up to his or her discretion.
While I have a problem with this, this is not even my biggest objection to the whole process. Recently my wife was in court on another matter. She got her fine reduced, I believe to $50. Not bad! Then she told me that there was a $75 surcharge she had to pay and this surcharge was assessed on everyone (she knew this because she spent a bit of time in the court waiting for her case to be called, so she heard a number of cases before hers and each person, in addition to the fine, needed to pay this $75 surcharge.
A surcharge? A SURCHARGE? For what? For the right to pay a fine? For the right to show up to court and defend yourself? I don’t question that this happened and I don’t criticize my wife for paying it, after all, she had no choice and she did get her fine reduced. Still, a surcharge? That is absolutely disgusting and as far as I am concerned, dishonest (and from what I have been told, it happens in many municipalities). These individuals should be held accountable. It is clearly just another way to make money, but instead of calling it a fine, they call it something else.
To any government that does something like this, all I can say is, “For shame on you”. Like I said at the beginning, it would be like me charging my students for the right to show up to my class, or for grading them.
I propose we do away with this surcharge and if the local municipality is suffering from the loss of revenue it generates, lets implement a surcharge that all elected officials must pay annually for the right to serve as our officials (maybe $1000). If we need more, lets charge the same surcharge to all people appointed by the elected officials to serve as officials of the municipality.
Again, I am amazed that governments can charge a surcharge for paying a ticket, I am amazed that they actually do this and I am disgusted by the fact that it takes place. It simply has strengthened my resolve to fight my speeding ticket, and to win, so I don’t have to pay this surcharge (should that municipality use this tactic), and I don’t intend on finding out
“Aren’t the students already paying to take your class,” you ask.
“Doesn’t the college pay you to teach that class and isn’t grading part of the responsibilities of teaching the class,” you ask.
“Isn’t that unethical,” you say.
The answer to all those questions, including the last one, is, “Yes!”
So, how am I going to get away with it? I still think it is not going to be too difficult. I am actually stealing the idea from local governments.
I confess, recently I got a ticket for speeding (a ticket I am fighting). Nowhere on the ticket does it say what the fine is. When I went to court to issue my, “Not Guilty,” plea, I found out that if I plead guilty, the judge decides how much the fine should be.
This, in and of itself, is wrong. Imagine if I did not let my students know how much each assignment counted when determining their final grades. Imagine if I did not weigh each assignment the same for each student. The students would be up in arms, someone would probably go to the department to complain and I would probably get a severe talking to, at best. And I would deserve it, or worse. Yet, this is exactly what the justice system is doing. It is no longer pay X amount for speeding and Y amount for ever mile over the speed limit you were going (or something like that). The justice can determine the amount. S/he may have a set formula to determine this but the justice does not have to, it is up to his or her discretion.
While I have a problem with this, this is not even my biggest objection to the whole process. Recently my wife was in court on another matter. She got her fine reduced, I believe to $50. Not bad! Then she told me that there was a $75 surcharge she had to pay and this surcharge was assessed on everyone (she knew this because she spent a bit of time in the court waiting for her case to be called, so she heard a number of cases before hers and each person, in addition to the fine, needed to pay this $75 surcharge.
A surcharge? A SURCHARGE? For what? For the right to pay a fine? For the right to show up to court and defend yourself? I don’t question that this happened and I don’t criticize my wife for paying it, after all, she had no choice and she did get her fine reduced. Still, a surcharge? That is absolutely disgusting and as far as I am concerned, dishonest (and from what I have been told, it happens in many municipalities). These individuals should be held accountable. It is clearly just another way to make money, but instead of calling it a fine, they call it something else.
To any government that does something like this, all I can say is, “For shame on you”. Like I said at the beginning, it would be like me charging my students for the right to show up to my class, or for grading them.
I propose we do away with this surcharge and if the local municipality is suffering from the loss of revenue it generates, lets implement a surcharge that all elected officials must pay annually for the right to serve as our officials (maybe $1000). If we need more, lets charge the same surcharge to all people appointed by the elected officials to serve as officials of the municipality.
Again, I am amazed that governments can charge a surcharge for paying a ticket, I am amazed that they actually do this and I am disgusted by the fact that it takes place. It simply has strengthened my resolve to fight my speeding ticket, and to win, so I don’t have to pay this surcharge (should that municipality use this tactic), and I don’t intend on finding out
Sunday, May 31, 2009
A Summer Class
It looks like I may well be teaching a Public Speaking course over the summer. I am looking forward to the opportunity to teach this summer, and to make some extra cash this summer. This is a far cry from the days when I looked forward to taking a summer vacation with the family. As a child I had many opportunities to travel with my parents, brother and sister. I hope one day to be able to do that with my wife and son (and maybe dog).
I remember one summer, as a youngster, heading down to Florida and going to Disney World. It was the first time I was there. It was exciting to go on the different rides. This was back in the day when getting Disney World Ticketswas very different. The rides actually had different letters and you paid for a certain number of “A” tickets and “B” tickets, etc. I believe it went up to “E” tickets and those were used for such rides as “It’s a Small World After All” and “Pirates of the Caribbean”.
I remember the family deciding that we would all go on “It’s a Small World After All,” and I was not so thrilled; I was not looking forward to seeing dolls. I remember being on that ride, however, and really enjoying it. I think I enjoyed all of the “E” rides, including “Pirates” and “Huck Finn’s Adventure,” which was really creative. (It’s amazing how much of this trip I remember despite being over 35 years ago).
I did have the opportunity to go back years later. My most recent trip was about ten years ago, shortly after I got married. It was amazing to me how they had changed the park. They keep adding all of the different attractions to go with the park, including Wild Kingdome. These were all fun but somehow, it was the first trip to Orlando that was most enjoyable and memorable.
So, if you are looking for something to do this summer, your first option should be talking a class with me, so I can make sure I have the necessary enrollment. If you are unable to do that, then you should consider heading to Disney and enjoying a vacation. And, don’t forget, orlandofuntickets.com has the best deals to get you into all of the Disney Parks in Orlando, FL. Use the time to relax and come back refreshed so when the new semester starts, you can focus and do well.
I remember one summer, as a youngster, heading down to Florida and going to Disney World. It was the first time I was there. It was exciting to go on the different rides. This was back in the day when getting Disney World Ticketswas very different. The rides actually had different letters and you paid for a certain number of “A” tickets and “B” tickets, etc. I believe it went up to “E” tickets and those were used for such rides as “It’s a Small World After All” and “Pirates of the Caribbean”.
I remember the family deciding that we would all go on “It’s a Small World After All,” and I was not so thrilled; I was not looking forward to seeing dolls. I remember being on that ride, however, and really enjoying it. I think I enjoyed all of the “E” rides, including “Pirates” and “Huck Finn’s Adventure,” which was really creative. (It’s amazing how much of this trip I remember despite being over 35 years ago).
I did have the opportunity to go back years later. My most recent trip was about ten years ago, shortly after I got married. It was amazing to me how they had changed the park. They keep adding all of the different attractions to go with the park, including Wild Kingdome. These were all fun but somehow, it was the first trip to Orlando that was most enjoyable and memorable.
So, if you are looking for something to do this summer, your first option should be talking a class with me, so I can make sure I have the necessary enrollment. If you are unable to do that, then you should consider heading to Disney and enjoying a vacation. And, don’t forget, orlandofuntickets.com has the best deals to get you into all of the Disney Parks in Orlando, FL. Use the time to relax and come back refreshed so when the new semester starts, you can focus and do well.
Wednesday, May 27, 2009
Speaking In An Electronic Age
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.
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.
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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