As teachers, we have certain expectations we want students to achieve. These are often the driving force behind each task we assign to the student. In FSEM 100L1: the Beatles in the 21st Century, the students' first written assignment instructed them how to gather secondary field information through interviews with two separate generations of Beatles' fans. The first oral assignment taught them how to form a successful argument through the correct use of ethos, pathos and logos, as well as giving each student what might be his or her first experience in public speaking.
These goals are absolutely necessary for a student to succeed in the college environment and in the professional workplace. However, other small goals are just as important as public argumentation and field research. For example, class participation. Expressing opinions in the classroom may seem like a given, or even not that important, but a student who offers a perspective relative to the subject will most likely continue this practice outside of the classroom, whereas students who don't participate as regularly are less likely to share opinions and ideas within the professional workplace.
Now, there are exceptions to every rule. Many students choose not to speak up in class due to a shy nature. Other students are wary of the classroom atmosphere, either through fear of their opinions being shot down or being unsure whether their opinion would be considered relevant material. Personally, I fall into both categories. As an introvert, I often test the waters, as it were, during the first several weeks of classes. I take into account the professor's demeanor, the personalities of the different students and the class expectations. I usually won't speak out in class until after I feel comfortable with the classroom setting, and this process can take a while, anywhere from the first two weeks to halfway through the semester.
I have great sympathy for students struggling to find the courage to speak up and participate in class, but there is one type of student who frustrates me, and many teachers and professors, greatly: the one who simply doesn't care. All teachers experience this student at one time or another. They show up on the first day and sometimes won't be back until the first test of the semester. They choose the seat furthest from the professor and avoid eye contact during discussion ("if I don't look at him, he won't call on me" style). This student is not only doing themselves a disservice, but it's frustrating for the professor who sees the student's potential, and how much opportunity is just going past them without the student's apparent notice.
I've found that the most effective way to encourage class participation is through the use of participation cards. Each time a student contributes to the discussion in class, he or she writes down the date (and sometimes the topic) on an index card and turns it into the professor at the conclusion of class. This method is particularly effective with placing the responsibility of participation on the student. If she or he doesn't meet the standards of class participation, well, the card's in their hands.
I mentioned earlier the underlying motivations of each writing/oral assignment. In her blog Bits, Elizabeth Wardle describes the expectations behind the writing assignments she gives her students: 1) Readers and writers observe what is in the text; 2) Writing requires revision and can never be entirely perfect; 3) Using writing knowledge in disparate contexts requires careful reflection. These expectations are set for upperclassmen as opposed to first-year students, but the precedent still holds true. Good student writing requires lots of revision, and an awareness of the audience's interpretation of the piece. The sooner these rules can be instilled in the minds of first-year students, the sooner they will reach their full potential as college-level writers.
No comments:
Post a Comment