Yesterday was a good day. Great conversations, stimulating questions, real dialogism at work in both my undergrad and graduate classes. After my English 304 class, Dr. Doug Eskew (colleague extraordinaire!) and I continued talking about the ways in which we might help our students succeed.
NOTETAKING: LECTURES AND READINGS
Doug agreed with many of my observations in the last blog, and then I was delighted that he shared his latest attempt to really address the issues we often see arise in our undergrad and grad classes -- specifically as it related to notetaking. His new approach, sparked by another of our fabulous colleagues, Dr. Patricia Trujillo, was to take the classic "Cornell Notetaking Method" and revise it for his own purposes. Doug had created his own template already, but as these things often occur, one thing led to another, and before you knew it, we'd spent almost an hour in my office revising and scheming in order to come up with a document we could both use -- in all of our classes, across levels. We figured that the more students began to see consistency, the better their skills would eventually become and the more likely we'd be to see real improvement in class discussion, critical reading of texts, and reading responses in the form of our students' blogs.
To that end, beginning this week, my graduate students and undergrads alike will now be asked to, first, complete this form: Argument Notes anytime they are asked to read or respond to a supplementary text or assignment (that is, a reading not assigned from our core textbooks). And, I'll continue to suggest that the Lecture Note form is a terrific and logical way to keep lecture notes organized, useful, and on task. And, in order to explain how this system works, I'll provide an Overview of the Cornell Method of Notetaking to all my students as well (the graduate students got copies of each of these documents last night). I'll keep you posted, here, as to the feedback I get from students -- as well as any improvement I see in class discussions or student blogs.
PEDAGOGY STATEMENTS
It took a full year before I was able to articulate my true pedagogy, and I'll admit that I consider my annual pedagogy revision to be a crucial part of my teaching life. I'm continually hearing new ideas, encountering new philosophies, realizing new ways of knowing, and I sincerely believe that these revelations must be reflected in my ever-evolving pedagogy (the believing and the doing).
This semester, my English 304 students are working in teams to create a pedagogy project. They'll develop, practice, and put a short teaching lesson to the test -- in a real First Year Composition classroom. They'll attempt to articulate (to novice writers) the advanced techniques they're learning in Advanced Rhetoric, and they'll adapt these theories into practices that their less-advanced peers will find relevant to the their class goals. Many of these students hope to be teachers someday, and a number of them are well on their way to becoming scholars. They're inquisitive and engaged, and I am looking forward to seeing the results of this little "experiment" were conducting together.
So, though I won't be asking the undergraduates to write a lengthy, formal pedagogy statement of their own, I think this teaching opportunity will go a long way towards helping them, eventually, develop more workable connections between practice and theory. And, as my graduate students (most of whom are teachers and all of whom are writers) work to develop their own complex statements this next few weeks, I hope that, like me, they'll be willing to share the good, the bad, and the ugly with their less experienced counterparts. Maybe some of you will too (Dr. Gregory, Andrews, Barnes, Eskew, et al).
In the meantime, I want to share a few documents that, in no particular order, have, at different times, been crucial for me as I developed, revised, and completely scraped and started anew on my own pedagogy statement. The first document [Prompts for Pedagogy Statement]offers prompts to help get you started on your philosophy (I'd credit those who originated this list, but it's really morphed into a different document over the last few years), and the second provides a nice overview on various philosophies associated with creating and then rethinking your own pedagogy: The Philosophy of the Pedagogy. I hope these help you as you begin to think about your goals for the classroom.
Finally, a few "housekeeping" notes for classes...
English 304
Just a reminder: In lieu of your 2 required homework blogs each week, you may opt to replace one of these original posts (which one is your choice) with an original comment on this blog (http://drsouder.blogspot.com); as with your other homework, this comment must be posted by no later than 11pm on Thursdays. Your three responses to your classmates blogs for each week, as normal, are due on Sundays by 11pm.
English 501
Just a reminder: You should still post your original blog entry (on the assigned readings, see last week's blog on this same site for tips and some additional direction) by no later than each Thursday at 11pm. I have told you that you may now, rather than replying to 3 of your classmates' blogs (due every Sunday by 11pm), respond to only 2 and make your third response to this blog. It's up to your -- and you may vary how you divide these responses each week. Finally, remember that next week (Feb2), you'll need to have a draft of your own pedagogy statement (rough is fine) with you in class for revision, discussion, and possible blogging.
Have a productive week! See you all soon...
--DR. DONNA
I'm going to take the opportunity to respond to both of your blogs in one post, which may or may not be easier for you, but certainly makes my life easier (as well as my post seem longer).
ReplyDeleteThe tips to being a successful graduate student were really insightful, but being as type A as I am, you didn't really tell me anything that I didn't already know and/or do. However, yesterday in class you mentioned "coasting" through those classes in which you do not have to take notes or really even pay attention in and still pass with an "A." I've had my fair share of these; in fact, 90 percent of my classes have been this way both in high school and at CSU-Pueblo. I'm kidding myself, though, if I think that graduate school, or even Stanford or Yale, will be such a walk in the park. As I graduate high school and move onto somewhere bigger (and most likely harder) I have to burst my ego that has developed these past four years and be prepared to embrace a real challenge. Thanks for your advice, Dr. Souder.
I also want to thank you for that encomium to our 304 class; are we really that awesome, or are you trying to spur your graduate students into action?
I agree that adequate note-taking is not a skill that most students have, and if it is not intercepted in their undergraduate work, how will they ever succeed as they move onto receiving their Master's and Docorate degrees? The answer is simple: they won't. However, though I am incredibly type A, I like to do things my way. I can't say that I like (or even want to deal with) the notetaking forms you posted in your blog above, but that is surely just my stubborn "I'll do it myself" idealology. I'll get over it, eventually, and I completely respect yours and Dr. Eskew's decision to aid students in achieving proper note-taking strategies. Are you going to incorporate this into the FYC curriculum?
By the way, your link to the overview of the cornell method is broken.
Looking forward to your future posts,
-Ruth Book
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ReplyDeleteIn your blog you speak of Dr. Patricia Trujillo's use of the Cornell Notes. I actually have her for my Survey Ethnic Literature class. Although Cornell notes is an effective way to take notes, using Cornell notes hasn't helped me as much as I thought it would.
ReplyDeleteAnalyzing an argument is not my best skill in English. I've found that when I am in a classroom and interacting with an energetic teacher, who is excited about the class, and poses hundreds of questions to the class, it not only gets me thinking of answer, but also get's me to think of more questions for the class and my teacher. That's why I enjoy your class so much. You always have questions and those questions bring more thoughts to mind. When I am in the classroom interacting, I receive more information then when I interpret it on my own. I also take notes more effectively. Cornell notes is not my favorite method of note taking to be honest. :)
I think each person will take their own notes in a way that's comfortable to them. I am more comfortable listening to a lecture and taking notes then I am reading and writing the notes down. When I read, everything seems important, but when you're in front of the class lecturing I know what's important. If it wasn't important information, you wouldn't be talking about it. :)
To add to that. I am very excited about the pedagogy project. And not just the pedagogy project but all classes and projects to come in your class. At first I was super intimidated, but now I'm excited for the challenge! You're a pretty awesome person Dr. Souder.
Hi Ruth! Hi Kelly --
ReplyDeleteThank you both for your intuitive comments. Ruth, you asked "are we really that awesome, or are you trying to spur your graduate students into action? " Um...urrr...eh...YES. I'm glad to hear that you're thinking (already) about the ways that graduate school will, even eventually, be different for you. Often it's the best students who find themselves floundering, because, suddenly, the format of classes and the program goals are so vastly different. Also, important to note, is that graduate classes are full of larger high stakes assignments. That is, you might only have a single essay exam and one major research paper in a single class -- and those grades you receive? Well, that's be your grade in the entire course! It becomes even more important to network, ask questions, and understand expectations your professors may have for your participation and quality of work. Thinking about this now can only make you more successful down the road... that's my type-A Ruth! :)
Kelly, I appreciate your thoughts on the Cornell system. Like you, I like to argue (I know, you'd have never guessed, huh??) Take a look at the first "Argument Notes" I provided, above, and you'll see that I'm not using the Cornell template -- at all. In fact, Dr. Eskew and I really like the IDEA behind it all, so we COMPLETELY adapted it to our purposes in argumentation (you know, 'cause that's just what we do!). I think, as to any outside readings, you'll see that the very specific form is designed with analysis of argumentation in mind. As to how useful you'll find the lecture template -- well, for those of you who are already proficient at notetaking, it may not help you much; for some of your other classmates, I hope it provides a way to take those probing questions I like to ask and gives them a way to better utilize the information. In the meantime, try the form Dr. Eskew and I created. I'd like to hear some feedback -- esp since you're using the basic Cornell method in another class... Oh, and like you, I cannot WAIT for the pedagogy project! --DR. SOUDER
Oh, and the link is "fixed," Ruth. Thanks for the "heads-up!"
ReplyDeleteAlso -- I like that you asked about the FYC curriculum... hmmm... what do YOU think? Maybe teaching this system (and understanding the classical rhetorical strategies behind it!) could be some intrepid 304 scholars' pedagogy project??
--DR. SOUDER
This Pedagogy project is with hopes it will improve our teaching approaches, skills, practices in the future; is what I think this blog suggests it is.
ReplyDeleteBriefly looking over those two documents, Prompts for Pedagogy Statement and The Philosophy of the Pedagogy, I assume they have relevance to what is expected of us, what we expect of ourselves, what to consider in having various methodological possibilities to try out...to see what works and what doesn't. I assume the Argument Notes, Lecture Note form, and Cornell Method of Note-taking Overview documents serve the same purpose, in improving our learning skills.
On the right track, Mark! Yes... --DR. SOUDER
ReplyDeleteI think that this posting and some of the links that you added, particularly the links on notes are going to be particularly helpful when it comes to your class, as well as my other classes. I look forward to see what you actually have to say in person about this skill that we will be picking up and using and I think I will be getting a better understanding for them as a whole once you do.
ReplyDeleteThe project for our class, I am really looking forward to. I still find some of it confusing but I know that as time gets closer and we learn more about it all I will be able to make this an A project with my team mates.
I am thoroughly excited about the pedagogy project. it seems to me like one of those work in progress things that are never finished. OH NO! THATS LIKE WRITING!!
ReplyDeleteAnyways, I can see why this is a good idea for a comp class. It helps with identifying how we think.
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ReplyDeleteThe links that you have added on your blog will prove to be very helpful to all of your students. This stands true for the note taking-which I have already been introduced to in Dr. Eskew's fiction class-as well as with the pedagogy project. Providing students with an electronic copy of the note taking forms, and an explanation on what professors want us to accomplish with them is great. However, it is important to note that every student (especially in higher level classes) has note taking habits pretty much set. So for some, this new “worksheet” type note taking may be difficult. Dr. Eskew’s “facing-page” notes are also difficult to become accustomed to at first, but after a few weeks into the semester the benefits became apparent. Reading for argument is very important and stressed in every upper level division English class. Teaching us to take note of the argument will cause us to remember it and identify argument more easily. I would also like to add as a small aside: Dr. Eskew’s theory and criticism class forces you to read for argument more forcefully than any other class I have taken thus far. It is a real challenge with some of the texts.
ReplyDeleteAs for the pedagogy project, you acknowledge how many of my classmates wish to be teachers. This “experiment” will no doubt help them in their teaching careers for years to come. I also like how you communicated your personal experiences with pedagogy and acknowledged how many of us are “on our way to becoming scholars.” This statement tells the rest of us, who do not necessarily want to teach, how this project will be productive in our academic lives. It is great to recognize how you are reaching out to all of your students.
I also believe that having us read and interact with a blog that you compose yourself with help immensely. In so many classes we are forced to do things that we (at least at the time believe) “we will never use.” Having your point of view articulated directly to us breaks down a divide. Many times I have been in a class room where the teacher’s methods or assignments seem completely unnecessary because they never explain the purpose of making us complete such time consuming, daunting tasks. When this type of thing occurs, students often put up mental block against performing these seemingly unnecessary tasks as well as against the teacher. By this point in our academic careers we should not have to suffer through classes just to get the grade or the credits and move on-although that will happen and is part of life. I believe I can speak for all my class mates when I say that we appreciate all of your effort to communicate the whole picture of benefit that we will gain by doing certain activities in the classroom. Working with other English professors to introduce new note taking methods into several classrooms will make reading for argument stand out in importance.
The First time I was exposed to the Cornell Note Taking Strategies, was in high school in a college prep class. I think that the strategies are extremely helpful if they are used in the right way. The Cornell way includes extensive review, which includes not only reviewing before the test but soon after taking the actual notes. I have met some people who are dedicated enough to do this, but not many. If the note taking strategies are used properly they work great for…let’s just say…pop quizzes.
ReplyDeleteIn regards to the informal pedagogy statement, it scares me. I like teaching, I have taught a few Sunday school classes, but I have no idea what my practices are or how I would put them down on paper. I have been going over in my head which teachers I liked and why I liked them. Some teachers I liked because they demanded control, but other teachers I like because they allowed a free flowing classroom. It’s hard to decide which ideology would work for me.
To begin with, I do not like the Cornell style of note taking. I think you and Doug have a good idea with having uniformed styled notes, but I think some students won't be as excited for it. Some people really have a sense of doing notes in their own specific way; I'm kind of like that. But this note taking sheet could definitely be useful. Secondly, I can't believe it took you a whole year to figure out your Pedagogy! That's intense... I think I'm most excited about this class for our Pedagogy project. I'm really looking forward to going to teach some beginning English Comp classes.
ReplyDeleteI, for one, am delighted with this new and wonderful form of note taking you've provided me. Thank from the bottom of my heart! I was looking back and some of my notes from earlier in the week and going crazy trying to make sense of them. A template for taking notes not only in class, but also for reading has just taken a huge piece of stress from me!
ReplyDeleteI would also like to thank you for those documents on the Pedagogy project. I know that they're intended for your graduate class, but it gave me a much better idea of what exactly I need to do for my presentation. Thank you! Thank you! Thank you!
Gadzooks! Now that Week Three is winding down, I am exhausted. The good kind of exhausted though. It's an incredible feeling to know that I can come back to my dorm at the end of the day and actually feel accomplished. I can't wait to see how class continues to progress in the coming weeks. As you know, I just LOVE to talk. And I'm also dating a supermodel... But despite the cringe-inducing thought of speaking at the front of a classroom and presenting, I am really looking forward to the pedagogy project and fully utilzing my new Rhetorical Superpowers.
ReplyDeleteOh, and I can't wait to see the notes you and Dr. Eskew came up with. I'm sure they're BRILLIANT! ;)
I think...I know I need a new way of taking notes. I looked at the cornell method of note taking and I realized I only do the first part of the process: record. I take very precise notes but I don't go over my notes until its time to study, and perhaps that's the reason I feel I'm not retaining as much information as I should. I read somewhere that you have to read something three times in order to fully understand it. That's what it seems like the Cornell method is doing with the reducing, reciting, reflecting, and reviewing. Thanks for putting that on your blog. I really want to do well in this class, and I think better note taking is key to understanding the information over-load I'm experiencing.
ReplyDeleteI think that, in theory, the Cornell style of note taking in an awesome way to retain information. The only problem, however, is that this style of note taking takes more time and dedication than other means of studying. I know that I am a procrastinator and have a hard time when it comes to studying. Over the last four semesters I have developed my own way of note taking, and it works for me.
ReplyDeleteI do think that this should be shown to first year college students. Many students that graduate from high school are just not ready for the highly academic environment that college presents and fail. They do not know how to successfully take notes or study. It is a great idea to give students entering college the skills to they need to survive and hopefully thrive.
I can’t wait for the pedagogy project. I don’t really ever see myself becoming a teacher, but, as you have said in class, there really is not any better way to learn something completely than to teach it to someone else. I think that holds true for any subject that I chose to study.
Ah! You guys! All the feedback (whew -- and it feels honest too!) is great...
ReplyDeleteI really DO appreciate that many of you already have your notetaking system down to a science. My hope is that those of you who feel overloaded with new information, new ideas, and/or unfamiliar readings this semester (thanks for the "thanks," Janessa and Kenzie!) will have access to a proven method - like Cornell -- that your profs know works.
And, since we also KNOW (ahem... remember yesterday's DISMAL "quiz" results???) that NO ONE is reading our text closely enough, perhaps the form that Dr. Eskew and I created will give you guys somewhere to start... :)
In my graduate class, I'm asking everyone to use that same form (the Argument notes, not the Lecture notes -- though I noted, even on Tuesday, that some people were already trying out the lecture notes in class) when they're assigned supplementary readings -- readings outside of our textbook that I've chosen for them based on their responses to lectures, textbook, and one another on their own blogs.
Since, in most cases, the graduate-class supplemental readings will bump the graduate reading load into a 200-300 pages a week zone, having an actual format to follow as you read will, I hope, make the journey less painful. Perhaps you wily undergrads should consider the same thing -- re: the Dr. Richard Enos piece you all "hated"? Maybe you "hated" it, because you found his academic language and complex ideas difficult to follow?
I intended to talk more about the pedagogy project in ENG 304 this week, but we've veered off path a bit -- based on your inquiries (poor 'ole Socrates!). Yesterday's lecture was going to come sometime around Chpaters 5-6, but I think your reaction to it proved that this class was ready to jump in to some arguing! And, I'm excited to see you begin to employ these classical techniques in a real-live "Classic" debate! (re: The Socratic Problem -- debated for centuries by each century's greatest philosophers, rhetoricians, and academics). May the best rhetor win!
Oh, and English 304 students: Did I mention you should be ready for a quiz on Chapter 4 (with input from chapters 1-3) for Tuesday? I did?? Whew! Good...
--DR. SOUDER
Hey Donna, I thought I would comment here since I think I am a prime canidate for your new expiermental method on your notes. I have experienced Dr. Eskew's uncompromising notebook, as well as your unique method for note taking and I am presently enduring the Cornelle versions of the notes Dr. Trujillo requires for her ethnic literature class.
ReplyDeleteI would just like to add that consistenty would add a great amount of relief on the students. Sometimes it can be confusing for beginning upper division students to transition from cornelle to a stringent notebook where you're required at least a page of in-class and reading notes. I think you're really on to something here, and I hope that you continue on with it, and make it work for the sake of all the English majors!
-Joshua Edgecomb
Thanks, Josh! Good advice -- I think you're right, and that's exactly what Doug and I thought when Dr. Trujillo first mentioned that she was going to adopt the Cornell Method in her classes. Of course, you know me and Doug, right? We can't just (ummm) "adopt." We had to ADAPT! :)
ReplyDelete--DR. DONNA
Note taking habits are hard to break. I used to take terrible notes in high school. One reason for this was that I hardly needed to reference them for tests. It was not until college that I was suddenly forced to take my note taking skills to the next level, and it was not easy. I remember the first test I took in college at CSU Ft. Collins was for my philosophy 120 class, (history and philosophy of scientific thought), a class I had actually been really excited for. I had done all the reading and studied the notes, pitiful as they may have been, and came to the test confident only to quickly realize when I was handed a five page essay question test on history of scientific thought from Plato to Einstein that I was in trouble. That complete feeling of unpreparedness really put college in perspective for me. I would not be able to slide like in High school and that my ability to succeed in college was going to be determined by how I was able to absorb and actively use information rather than regurgitate trivia. Learning to take notes that work for (you) may be one of the most valuable lessons learned in college.
ReplyDeleteMatt,
ReplyDeleteWay to put notetaking in perspective! I had a few of these "aha! eeeek!" moments during the early days of undergrad myself...
I like that you mention that the "ability to succeed in college...[is]determined by how...[you are] able to absorb and actively use information rather than regurgitate trivia."
So true! That is one of the reasons why some students are forced to suddenly realize that systems (like Cornell, perhaps)are necessary in order to help them break bad habits. It's hard to change any behavior without guidance.
As the Writing Program Administrator (WPA) at CSU-Pueblo, I find myself telling LOTS of students that 90% of college is designed to help them learn how to prioritize their obligations and organize their time wisely. Perhaps, for more advanced students, the lesson to be learned is notetaking (and coming to class -- that's true even for the occasional grad student). :) --DR. SOUDER
Before this summer, I was adamant that I was NOT going to teach (as if teaching English was the only thing an English major could do). But something changed in me. First, my grandma urged me to teach because she thought I could instill a love of learning in impressionable students. As if fate were trying to direct me as well, I ran into Dr. Barber and Dr. Frank at a friend's wedding this summer, and both were adamant that I return to school, get my Masters, and come teach at CSU-P someday. I thought about what all parties had said, and realized that I was blessed when it came to English because I always had wonderful teachers who were passionate about the subject. Too often I hear how people hate English because "they had a bad teacher" somewhere along the way who just ruined it for them. I wanted to be that one person in someone's life that changed his/her opinion of English. I wanted to show as many people as I could that it could open up whole new worlds to them. A grand endeavor, but a challenge I was ready for.
ReplyDeleteMost of my classmates are already teachers, and so they have at least some idea how to go about this pedagogy project. To be frank, I am terrified to write this simple little draft because now I have to reign in my wild visions of myself and my students re-enacting scenes from "Dead Poet's Society" and come up with something concrete and realistic. To be honest, I never knew teachers made a statement like this. I kind of thought they just went to college, got their teaching license, and went on their merry little way without rhyme or reason. Whatever style they had was learned by experience alone. I suppose a pedagogy makes sense. But thank you for providing those prompts; those questions will help focus my thoughts.
You are welcome, Katie!
ReplyDeleteJust keep in mind that this is an exercise -- a progymnasmata, if you will -- something designed to get your mind to stretch in what's, likely, a new direction. And, believe it or not, until I took MA-level courses and taught college classes (as a public school teacher), I was never asked to think about my pedagogy!
Oh, maybe in small ways I was... like, when I took the foundations class -- well, it's possible that we might have talked (some) about what KIND of teacher we'd all like to be. And, it came up again, when I took the class (??) where we dealt with all the "classroom managment" issues we'd face... but to write it down??? Nah. No one asked that of me.
I think ENG 501 -- and the pedagogy statement -- is just one way that the MA program can add depth to any teacher (or writer's!) experience. Because, even if you were asked to think about your pedagogy before, like me, it's unlikely you thought about it from a theoretical or critical persepctive... that is, in the loooooong and complex history of writing, where do YOU fit in? And, we all know even the best writers are asked to (must!) think about their own writing process -- about the ways in which it connects to "product."
I believe that having a solid theoretical basis can help any serious student of English (regardless of where life takes you next) become more educated, more well-rounded, more grounded in the rich history that shaped our world, your teachers, and -- ultimately -- you.
Good luck with the statement! --DR. SOUDER
Dr. Souder,
ReplyDeleteI have used the Cornell-style notes that you and Dr. Eskew developed in his Shakespeare class. We used them last week for a critical analysis essay. Too often, important information is scattered in a lengthy and daunting reading that is intimidating to gather anything from. Retention is especially difficult (for me, at least) if I don't have some sort of organizational strategy. The organization of the Cornell-style notes is great. I wish I would have had this sort of tool available (especially last semseter in Professor Morales' class). I know it would have helped with my own retention.
The tutoring organization I work for in Colorado Springs uses the Cornell notes system as a required element of the class. I have noticed a marked improvement in the students who actively engage in their reading, lectures, and homework by using Cornell notes. The added organization in the structure of the notes helps with overall organization when actually used and used properly.
I actually look forward to developing a pedagogy statement and really analyzing where I stand as a future teacher. Acknowledging my abilities and personal pedagogy will go a long way in my future career, whether I stick with teaching or go a different way.
When we discussed the pedagogy statement in class on Tuesday night, I thought I'd have it easy being that I am a teacher and already have a pedagogy statement. WRONG! My statement, to me, was laughable. I wrote it before I'd ever set foot in a classroom and it shows! Some of my ideas were bizarre! I look forward to rewriting this statement and putting more experienced thought into it. I like your idea of revisiting your pedagogy statement every year. I think I will make this my new summer project. Each summer, I will rework my statement so that I will always be sure I am staying true to my philosophy. I might even go as far as hanging it in my classroom. Talk about accountability!
ReplyDeleteMy goal this year is to work on my own statement so this is a great idea. I'll post mine up on my blog and here when I'm done with it, too. This is fun being in your courses vicariously, Dr. Souder.
ReplyDeleteI wrote my pedagogy statement and slipped it into my notebook for Tuesday's class. Today after reading the blog postings and the responses to those postings, I found myself with a cynical smile on my face as I recalled my first days in the classroom. Full of idealism about how I would be an inspiration coaxing the best from my students. Should a pedagogy statement address discipline problems, drug use, broken homes, abuse, truancy, or I.Q. levels? How does one teach subject verb agreement or comma splice or a topic sentence to these students and make it meaningful to their survivor skills. After all, that is what the bottom line of education is, in my opinion, learning how to compete so basic needs are met. Now I don't want to cast a grim shadow over the teachers who are wonderful role-models who challenge their students to overcome their personal perils. Some of the most critically acclaimed writing does indeed come from authors who have graduated from the "school of hard knocks". Someone taught them how to read, how to write, how to string words together to make for compelling honest story. I simply wonder what was the pedagogy of their teachers?
ReplyDeleteThanks, Sara, Amy, and Dr. Gregory!
ReplyDeleteSara, I had heard that a number of regional high schools were using this system, and even if our form is very modified, I think the philosophy is pretty much the same. Either way, how neat to see your perspective -- as a tutor AND a user! I agree, by the way... even for advanced students, organizing completely new material can be daunting, and, having a more specific idea of your teacher/professor expectations should make the notetaking process easier, overall.
Amy, thanks for the candor! I remember feeling that same way, in fact. I thought, "I'm already a teacher; I've done this before -- piece of cake!" Ha!
Word of advice, from someone who has been there? Scrap what you wrote before... if your pedagogy is more than 1 year old (and that's not 1 year from last revision, but 1 year from original draft version), trust me when I tell you that you'll -- ultimately -- spend more waaaaaay more time trying to fit that round peg in this (new) "square" hole.
Even in the last 5 years, I've started completely new pedagogies at least three times -- once, post-PhD. I'm due for a "revamp" myself this year, so I'll be thinking "pedagogy" right along with you guys... In the meantime, you can read my current pedagogy at: www.donnasouder.com -- under "teaching."
Dr. Gregory, if you're willing to share, we're right there with you. You've always been my "blogging hero" (among other things -- you awesome PhD'd mom, you!), so it's neat to see you back online post-dissertation.
--DR. SOUDER
Marilyn,
ReplyDeleteThanks, as always, for your "musings!" I appreciate these words from a teacher who has "been there -- done that." Thank you!
You ask, "Should a pedagogy statement address discipline problems, drug use, broken homes, abuse, truancy, or I.Q. levels? How does one teach subject verb agreement or comma splice or a topic sentence to these students and make it meaningful to their survivor skills."
I suppose that my answer to your complex question is both "yes" and "no." While I think that any pedagogy must be a sincere personal reflection on the individual teacher's values in the classroom -- with his or her students, I know that too much personal reflection (on these issues of oppression you list, for sure) -- and we run the risk of marginalizing the very students we seek to help.
That is, it's easy to make assumptions about our students' personal situations, their subject-positions, their potential for "success" (as we define it) in life (I know, b/c I've been guilty of doing this exact thing!), but the natural (and troubling!) next step is to think "okay, I'm teaching at school A, and my students are at risk, because of X...I have to adapt my pedagogy in order to meet their particular needs." This almost natural pedagogical shift is problematic in many ways.
The first problem arises, because the teacher has made an assumption (albeit educated) about their students. The second problem is rooted in the belief that good pedagogies are based on situational knowledge -- not tried and true educational/rhetorical/content area theory. Now, granted, none of this is to say that we shouldn't adapt our *practices* based on location, peculiar situations, assessed student need -- but, in every instance our pedagogies must be solid; pedagogical change must, in my opinion, happen when a teacher learns something new or has his or her perspective dramatically moved. Needless to say, within the pedagogy lies the most basic, theoretically entrenched ideologies about our teaching lives. Obviously, if you're teaching ELL, development courses, or dramatically diverse content areas, your pedagogy will change based on the subject/level you've been tasked to teach. For example, my own pedagogy (as it's posted on my website, currently) is a rhetorical one. I have a dramatically different statement for History or Women's Studies. Regardless, even then, I can happily report that (today, at least!) each of these three statements remains rooted similar, sound educational philosophies.
After all, teachers who adapt their philosophies lightly (even when it's reactionary -- and out of sincere care for what they've determined to be a situational student-need), run the risk of pedagogical-sophistry. And we know what happened to those guys... :)
--DR. SOUDER
Thank you for your comments. I need to reflect on them and look forward to an interesting class discussion Tuesday night. These are complex issues and historic issues.
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