\nI\u2019m fortunate that the material I teach does lend itself to the affective as well as the rational. I can easily discuss matters of ethnicity, class and gender in class, and very few students feel that such discussions are out of place. Having said that, I now feel an even greater responsibility to exhibit \u201cculturally explicit caring\u201d in my interactions with my students, both in and out of class. Certainly, as Derek Bok<\/a> advocates, my subject lends itself also to culturally diverse content. I look forward to the challenge of finding new writers for my course readings; the inclusion of writers from other perspectives not only adds new dimensions to the material, but also creates opportunities for class discussion of the social aspects themselves. Also, we\u2019ve stressed the importance of providing clear, well-defined objectives and standards, both in terms of course work and of classroom behaviour. In the past, I\u2019ve tried to avoid \u201cclass rules,\u201d probably because I don\u2019t want to strike fear into their hearts on the very first day of class. I really like the idea of creating the rules democratically, and I plan to experiment with this in the coming semester. Another idea I\u2019ve been toying with since reading the first G. Gay article is making a statement at the beginning of the term, to the effect that a new semester is a clean slate, and that regardless of past performance, attitude, achievements, study habits, good or bad, this class marks a new beginning. After all, I have no idea who\u2019s accomplished what in the past \u2013 so here\u2019s their opportunity to knock my socks off. I may need to work on the wording a little
![\"Recommended!\"](\"http:\/\/www.golding.ca\/maggie\/images\/smiley.gif\")
\nI think that as teachers, we demonstrate our caring in many ways. Perhaps the most important of these, or at least the most obvious, is in preparing solid, well-designed courses, and sharing the objectives of these courses with our students from Day One. Beyond course planning, though, we need to become models, not just of the modes of thought essential to our disciplines, but also of the behaviours and attitudes essential to a harmonious, productive, and progressive society. Part of our responsibility, as well, is to be a resource, both as content experts, and as pedagogical experts \u2013 which in turn means that if we truly care, we\u2019ll invest in our own development. We need also to be approachable, and to make sure that students are given every opportunity to find out how approachable we are \u2013 with all my classes, the first essay is an in-class assignment, which is returned with plenty of feedback but no mark. Students then must meet with me one-on-one, in my office, so we can review their essays. The mark is given for the rewrite that follows this comment conference. In solicited feedback following this procedure, I\u2019ve asked students whether or not they would have sought help if the meetings weren\u2019t mandatory, and most students answer \u201cnot.\u201d The proof of the effectiveness of the procedure, aside from the noticeably better rewrites, is that most students come to see me for the next essay, even though there\u2019s no mandatory meeting.
\nBeing a teacher is my job. Yes, the relationship is \u2018secondary,\u2019 but the relationship is still the reason why I do my job. I cannot, perhaps, be a teacher and be my students\u2019 friend, but I can \u2013 and must \u2013 be open and honest, and measure my success in their achievements.<\/p>\n","protected":false},"excerpt":{"rendered":"
Dynamics & Diversity in the College Classroom Journal #3 The readings we\u2019ve been looking at, whether their particular emphasis is on culture, gender, motivation, or discipline, all stress the aspect of caring. In fact, upon reflection, caring is central to most of the texts we\u2019ve read in most of the courses we\u2018ve taken in the … <\/p>\n