Reading Section
1, McKeachie’s ch. 1-3 and West et al.’s chapter 2
It is important for the professor to not focus as
much on teaching, but on creating the space for the student to learn. Syllabi
communicate expectations, however there is a balance in being warm and giving
direction.
I wonder if there is a way to best balance the
concept of truth and love in a syllabus.
Reading
Section 2, McKeachie’s ch. 4-6, 14-16, West et al.’s chapters 3-6,
The professor needs to actively come up with ways
to engage the student in the reading by helping them understand the purpose of
the reading and activities to further provide reasoning or the reading.
Lecturing is meant to bring enthusiasm to what is learned through the
incorporation of discussion, outline of notes, and not overloading students
with information. Active or experiential learning is one of the main ways that
students can really begin to conceptualize and integrate information.
What’s the best way to blend a lecture and a
seminar course?
Reading
Section 3, McKeachie’s ch. 11-13, West et al.’s chapters 10, 12, Garzon &
Hall (2012)
Teachers have the ability to foster motivation
through several different things like the communication of assignments, due
dates, meeting social needs, enthusiasm, options for revision, and well-placed
feedback both in the classroom and on assignments. The teacher should strive to
best meet the needs of all students whether challenging, from a different
cultural background, or “Western.”
What are the best ways to foster secure attachment
with students?
Reading
Section 4, McKeachie’s ch. 20-22, West et al.’s chapters 1, 9, Malott et al.
(2014)
Good teaching requires the desire to really help
students learn, creating room for student voices, viewing the student
holistically, reflecting on practice and clear professional values. As a
professor, it is important for me to be active in the professional associations
of ACA, seeking to contribute scholarly activity, and promoting these things within
my students.
I have never seen a professor put in a teaching philosophy
statement in a syllabus. Is this actually relevant?
Reading
Section 5, McKeachie’s ch. 7-10, and West et al.’s chapters 6, 11
Assessment is a part of testing but encompasses a larger
span of ways throughout the class in ways in and out of the classroom (e.g. embedded
assessment, peer review). Student feedback needs to be something that the
students can grow from; it needs to understandable, timely, balanced, able to
be transferred and having students comment on their feedback can help the
professor and help the student integrate the feedback.
I find myself being a “tough” grader, but I wonder how if I
were the one creating the expctations if I would seem less tough.
Brittany, you raised an important point (your Section 4), in that I too have never seen a syllabus that included the professor’s teaching philosophy statement. Based on my reading of Cox (2013, p.15) it was clear to me that including this statement in the form of a letter can “communicate a warm tone” to students. Completing a preliminary literature search on philosophy of teaching, I was unable to find anything explicitly addressing the importance of this statement as it relates to being included in a syllabus. However, for counselor educators, the philosophy of teaching is a vitally important component when it comes to seeking professorship/counselor educator positions (Meizlish & Kaplan, 2008). Based on Cox’s writing, I can see how this statement can be used proactively to communicate warmth, enthusiasm, and community to students. It might not be necessary to have it within the body of the syllabus per se, but it can be in the form of an introductory welcome letter/email to students (Cox, 2013).
ReplyDeleteResearchers, including O’Neal, Meizlish, and Kaplan (2007) have provided an outline of what constitutes a good statement. In addition to being well written, clear, and readable, they state that a teaching philosophy should demonstrate: 1) evidence of practice; 2) convey reflectiveness; 3) communicate that teaching is valued; and 4) stress the importance of you being student- or learning-centered. Based on this information, I am even more inclined to believe that by providing this information to students, in the form of a welcome letter at the beginning of a semester, I would better prepare my students for what they can expect from me as a professor/counselor educator. More so, I would hope that this letter (should I choose not to include it in my syllabus) would serve an added purpose of reducing some initial student anxiety by creating and setting the tone for a welcoming environment prior to our initial classroom meeting. It might be interesting as a dissertation research topic, to identify student-professor relationships and student outcomes (if there are any) for professors who use such a statement in their syllabus or prior to meeting with the class vs. professors who don't use this statement.
References
Cox, J. A. (2013). Creating a syllabus and course anticipation: Early engagement of students. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 13-24). Alexandria, VA: American Counseling Association.
Meizlish, D., & Kaplan, M. (2008). Valuing and evaluating teaching in academic hiring: A multidisciplinary, cross-institutional study. The Journal of Higher Education, 79(5), 489-512.
O’Neal, C., Meizlish, D., & Kaplan, M. (2007). Writing a statement of teaching philosophy for the academic job search. CRLT Occasional Papers, 23, 1-8.
I responded to another student in talking about this. When looking up stuff about teaching philosophies, it appears that these philosophies are more for tenure committees, promotions and getting hired.
DeleteHi Brittany! I'm looking forward to seeing you again for this class. :) In response to your Section 5 question, I love the emphasis that Svinkick & McKeachie (2014) place on alleviating stress for students about grades. They even go so far as to compare grading and grades to a dragon! Being straightforward and clear with student expectations is the primary way to help students with their anxiety. Being a TA, I have no control over the syllabus or student requirements. I am simply upholding the standards set out by the university and the professor. If it was my class (or your class), having the ability to determine which text or supplemental materials will be used, the quantity and content of assignments, and the assessment criteria would seem to set both the professor and the students up for success. If you were the course developer, both you and the students would know exactly what the assessment/grading benchmarks would be, and you may not see yourself as the “tough” grader that you do now. Yes, you may be miserly with giving points, but if you are “clear about your criteria” students will know that and have that expectation as they move through your course (Svinicki & McKeachie, 2014, p. 130).
ReplyDeleteSvinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29-37). Belmont, CA: Wadsworth.
Ashlee, thanks for the encouragement. You might be on to something here. I think that definitely having more control would give a greater opportunity to be clear about my expectations are. :)
DeleteBrittany -- Reading Section 3 Question
ReplyDeleteHi Brittany,
You have asked a wonderful question. It is critical to understand that people need secure attachments within the various components of their lives throughout their lives. This includes the student-teacher relationship. Garzon and Hall (2012) point out that teachers should become the “secure base” for their students. Secure attachment styles are developed intentionally. A teacher should be prepared to invest attention and care in each student. Thus, it is necessary for teachers to provide an environment where students can explore autonomy while feeling supported. Additionally, there must be a culture of acceptance and inclusion. A student should feel comfortable being different and having a different point of view, even as he/she feels accepted. The attitude and motivation of the teacher towards each student fosters this sense of security (Svinicki & McKeachie, 2014).
Thanks for sharing those points. I think that creating a secure attachment in students requires a lot more effort than lots of teachers are willing to give because of the effort it takes.
DeleteHello Brittany, I had the same question regarding attachment in section #3. Rimm-Kaufman and Sandilos (2011) described the qualities that teachers need to have in order to develop positive relationships with students. The qualities include: showing interest in students; interact with students in a respectful manner; be available to help students; assists students reflect on their thinking and learning; demonstrate knowledge about individual students; avoid showing irritability towards students; and promote peer support and respect. Rimm-Kaufman and Sandilos elaborated on the positive and long-lasting implications of having positive relationships with students.
ReplyDeleteRimm-Kaufman, S. (2011). Improving students' relationships with teachers to provide essential supports for learning. Retrieved from http://www.apa.org/education/relationships.aspx
I do remember reading what you referenced. I just wondered if there are things beyond those things to really foster attachment.
DeleteSection 1
DeleteHi Britany,your question about how can one translate the concept of truth and love in a syllabus is thought provoking.
Harnish and Bridges (2011) conducted a study that reflected two tones of syllabus: friendly and unfriendly. Interestingly the friendly syllabus was responsible for shaping the students positive perception of the professor even before the course started. As an instrument of love, the warm syllabus also gave students the impression that the professor was amicable and motivated to teach. Whitley, Perkins, Balogh, Keith-Speigel, and Wittig (2000), defended that it is important for students to identify their professor as fair. Students seek clarity regarding impartiality, respect, concern for others, integrity, course work-load, and more. As an instrument of truth the syllabus can offer the necessary description of procedures and outcomes students look for.
Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330.
Whitley, B. E., Perkins, D. V., Balogh, D. W., Keith-Speigel, P., & Wittig, A. F. (2000). Fairness in the classroom. APS Observer, 13(6), 24-7.
Brittany,
ReplyDeleteI really liked your thoughts about how assessment is needed to conceptualize the larger picture within the classroom. West et al, (2013) explains that it takes both the instructor and the student to make this happen. I further feel that while assessment is essential to understand the progress of both teacher and student I often worry that there may be too much emphasize on these assessment and less on retention and sustainability of knowledge. I look forward to seeing you in class again. God Bless.
West, J., Bubenzer, D., Cox, J., & McGlothlin (2013). Teaching in counselor education:
Engaging students in learning.