Archive for October, 2020

On College Education

October 6, 2020

Well. Looks like I’m stepping back up on to my soapbox. What’s got me so fired up this time?

My college son called me to chat about one of his professors. Things have gotten so bad that students banded together and complained to university higher-ups, so much so that the department issued its course evaluation survey halfway through the semester.

After hearing my son read his responses listing the numerous ways in which this class and its instructors have fallen short, I found myself really,

really,

REALLY wanting to call up this department and give them a piece of my mind.

But I’m not that kind of gal. Besides, it sounds like the students are already advocating quite well for themselves.

Still, as someone who dedicates her entire life and livelihood to the pursuit of excellence in teaching, I can’t just let this go.

So here’s what I WOULD say, if I were one who would say it.

Dear Professor,

Let me start by saying this. Your job is HARD. You’ve been asked to step in for the very first time to teach this undergraduate course. What’s more, you’re being asked to do it in the middle of a pandemic, and while the university is doing everything it can to protect your life and the life of the students, we are in a scary time. And you are being asked to teach in ways that your predecessors never had to consider.

What I’m imagining you think and believe right now? First of all, that you really know your stuff. You know that the class you’re teaching is HARD, and it requires you to teach an encyclopedic amount of information. I’d also like to believe that you truly want what’s best for your students. And I’m also wondering if you’re starting to realize that KNOWING material, and being able to teach it MEANINGFULLY are two separate animals.

I’m also going to guess that you were thrown into teaching this course without any training or support in pedagogy, or the foundations of teaching. I’m going to guess that the preparation and mentorship you were given as an instructor may have been limited to a copy of the syllabus as it had been previously, as well as your own experiences when you were a student.

I can’t fault you for that. You are a part of a bigger system that values the quantity of content over its instructional delivery. You are a part of a bigger system that values publishing credentials over the craft of teaching.

I also imagine you think I may be speaking out of turn, that as an elementary teacher I don’t have enough understanding of college students to know what good instruction looks like at the collegiate level.

I’m going to be straight with you. Good teaching is good teaching is good teaching. Let me repeat that. Good teaching. Is good teaching. Is good teaching.

The same foundational principles that apply to teaching first grade will resonate with fifth grade. With eighth grade. With high schoolers. With college students. With anyone. Why? Because at the heart of things, we are all human beings. We are curious. We learn when we are motivated. We crave connection, feedback and growth.

I’m guessing the complaints you’re getting right now feel pretty terrible. Critical feedback, especially in this volume, can really sting. But it’s also a wake-up call. You can be better. You can improve the experience for all. How? Here are a few places to start:

1. Respond to your students’ communications promptly and sincerely.
2. Give your students meaningful, prompt feedback on their work.
3. If you can’t give meaningful and prompt feedback, it’s a sign. You are assigning too many things. Pull back.
4. During classes, use presentations as a starting point rather than a script. Your students will engage more, and retain more, if there is context and explanation of the material.
5. Be a person to your students. If they connect with you, they’ll connect with the material.

Maybe this way of teaching is different from how you learned this content. Maybe this way of teaching isn’t valued in a system like the one you are in. Maybe you haven’t gotten the guidance and mentorship you needed as an instructor. But from one educator to another, we both know this is how we best learn, and we know it is what our learners deserve – no matter the level.

You can do it. I have perfect faith in you.

Teacher Life, Exhibit P

October 3, 2020

Scene: Indiana Dunes State Park. I’m hiking with my husband. It’s a cool, crisp early autumn day, the wind is at our backs, and we have the place to ourselves. The only sounds in my ears are the crashing of waves, the crush of hiking boots on sand, and the echo of my thoughts. It’s the perfect space for spiritual reflection, for connecting to the universe.

Me, lost in thought: Hey!

Husband: What?

Me: I just thought of a really cool lesson idea using just the first chapters of a bunch of novels.

Husband: Do you ever stop working?

Me: …

So…no. The answer is no. There will always be something that gets me started. I might be thinking about that one kid. Or a book line that makes me think about a lesson I’ve taught. Or a blog post that I need to share with some loveys.

Or. or. or.