This semester I resumed the role of student for the first time in (mumble mumble) years. The experience has affected my teaching on two levels: first, through the actual content of the course, and secondly, through the experience of being a student again.
\nThe content of the course has changed my teaching in a number of ways. I thought it might be useful to refer back to our course outline for the final journal entry \u2013 so I did:<\/p>\n
\nNB: titles<\/b><\/u> represent a stated objective from the course outline
\nUnderstanding the Cegep system<\/b><\/u>
\nPrior to this course, I had a relatively good idea of the overall system, from my experience as both a student and teacher. Now I see that many of the assumptions I had about the system were based on my student experience, which is out of date. I graduated before the reforms in the early 1990s (just before, I hasten to add). I knew that things had changed, but I didn\u2019t really grasp why, nor what the impact was on the faculty and programs.
\nI have a better idea of how the Cegep system works inside the College and at the government level, and I have a much better idea of why specific actions are taken \u2013 for instance, I had never read Champlain\u2019s PESL before, and had only glanced at our Mission Statement; having read both now, I see why certain elements are included in outlines, why assignments are distributed the way they are, and why departments need to be aware of programs, and programs aware of the bigger picture.
\nI have also developed some clearer ideas of what changes should be made \u2013 and I have developed a better vocabulary for expressing these ideas, and a better understanding of which ideas are realistic and how they might be implemented. For instance, I have learned that Champlain does not currently offer a \u2018figure out what you want to do\u2019 semester \u2013 but such a concept is not impossible, and I\u2019m now talking to the right people about whether or not we can implement such a semester in the future.
\nI have also learned a new respect for broccoli (otherwise known as the CORE courses, such as English and Humanities, which are required for all students regardless of program).
\nExamining my own educational philosophy<\/u><\/b>
\nI don\u2019t think that my basic philosophy has changed, but I do think that I am better able to express my philosophy, and to see how it works within the context of the Cegep system in general and with Champlain in particular.
\nA week later, I am still very happy with my idea that \u201cyou can\u2019t teach in a vacuum.\u201d
\nAs the end of the semester approaches, many of my students are coming to me with questions about their other courses \u2013 everything from documentation issues to brainstorming. While reviewing a 40-page paper on alternative medicines is not my idea of a fun afternoon, I get a certain thrill from the knowledge that my student values my help and specifically seeks me out. Also, she\u2019s promised to mention my name when she finally wins the Nobel Prize.
\nPlanning my course<\/b><\/u>
\nThis is the area in which the impact is most measurable for me. Prior to this course, my course plans were far too general \u2013 essentially, I knew what I wanted the students to read, but I had never put on paper elements such as the timetable, the objectives, or the assessments. I\u2019m actually looking forward to applying my newly developed planning skills to my Fall 2005 courses!
\nKnowing my students<\/b><\/u>
\nMy first instinct here was to say \u201cI already knew them!\u201d After all, I have been a Cegep student; I\u2019ve been teaching for a couple of years; and if repeat students are any indication, my students like me. But then I got past my Sally Field moment and remembered that my biggest \u2018AHA!\u2019 moment came in this area \u2013 I had a student who reacted unexpectedly, and I was thrown off by his behaviour. Less than a week later, I was reading one of our articles, and realized (AHA!) precisely why the student had acted that way, and more importantly, how to deal with it.
\nI guess the biggest lesson here is that it\u2019s sometimes in those areas with which we think we\u2019re strongest that we become complacent \u2013 it\u2019s good to be reminded that there\u2019s always something new to learn!
\nUtilizing college resources<\/u><\/b>
\nWe didn\u2019t spend a lot of time on this in the course; at Champlain, because we\u2019re such a small campus, it\u2019s not difficult to get to know all the support staff and resource people. It is interesting to consider ourselves in the context of the organizational chart, though, and to see how things are interconnected \u2013 or not! I specifically appreciated the revised, revisioned idea of the chart, with the teacher at the centre of the system, relying on every facet of the college. If nothing else, it reaffirmed my idea that \u201cyou can\u2019t teach in a vacuum!\u201d
\nBeing a student again has reminded me of the bad habits I had as a student before \u2013 the last minute reading, the cramming, the uncontrollable need to put my hand up and get my two cents in\u2026 and it\u2019s also reminded me of the responsibilities and demands that my students face. Having said that, I\u2019m no more inclined to be lenient with lapsed readings or late assignments \u2013 after all, if I can teach full-time, have my family, and get my own assignments in on time, then my students can be prepared, too!
\nOne of the big changes I have seen in my teaching due to my studenting is the way I set up my classes. As a student, I really appreciated seeing the agenda on the board before the class started, and the detailed outline we had at the beginning of the course, not to mention all the communication between classes. As a result, I have implemented these strategies in my own classroom \u2013 I begin each class by writing on the board what we\u2019ll be covering that day, what the students need to know, read or do for the next couple of classes, and any other pertinent information. I have been sending group e-mails to my students as well, and my course web pages are more detailed and more frequently updated than before. I have even distributed addenda to the original outlines, to make sure my students see what we\u2019re doing, why we\u2019re doing it, and how I expect them to prove to me that they\u2019ve done it.
\nGiven that this course was only 45 hours, there have been some pretty significant and profound changes!!<\/p>\n","protected":false},"excerpt":{"rendered":"
This semester I resumed the role of student for the first time in (mumble mumble) years. The experience has affected my teaching on two levels: first, through the actual content of the course, and secondly, through the experience of being a student again. The content of the course has changed my teaching in a number … <\/p>\n