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Perhaps this is because I teach English courses, where interpretation of =
a text is usually open to dispute, and where I solicit multiple =
viewpoints in order to enhance collaborative learning. "The Truth about =
Tenure in Higher Education" from the NEA The Tenure Trek from Continuum =
Magazine The AAUP on Academic Freedom and Tenure The Economics of the =
Tenure System by Jeffrey A. I'll actually call on students who might =
seem to be drifting off and see what they think about what I'm saying, =
as I'm saying it. And though there are some buttons on the machine that =
I've never used, I was surprised to learn it can do even more than I =
imagined. Sometimes I'll write their answers on the overhead alongside =
my own.
I may be authoritative, but I will often declaim being the sole =
authority, citing not only the sources I'm drawing on but also student =
work from the past or student comments in the now.
An hour's worth of teaching is an hour's worth of teaching, no?
The latest issue's question is: How do you challenge and motivate gifted =
students?
Class begins to seem stale, repetitive, mundane. As a teacher of popular =
fiction, I felt a little insulted by this one. A student once got me a =
Xmas tree ornament that reminded her of a Leonard Trawick poem called =
"At the Flying School" that I taught in our class together. Another =
student gave me one of those glass mannequin heads that often display =
hats, just because they thought I would enjoy the weirdness of it. =
Teachers are often rewarded simply by teaching and having their students =
achieve success.
But it's a thoughtful essay. or was it related to my discussion point?
I've taught one hour courses before.
You can read my answer in the magazine, something I sent in when I was =
reflecting on how I try to approach a classroom of Honor's students a =
little differently than others. Personally, if I'm really ill, I'll =
quickly move some of the "work" into group tasks to give myself a little =
recuperative break. " Yeah, I think you'd say something like that.
True, you have shorter class time, but I feel there is a greater benefit =
in meeting more frequently. The teacher's role here is to facilitate =
collaborative learning across the class, by having students share their =
editorial assessment of stories with an eye toward helping a particular =
writer revise. But there is something else lurking behind today's event.
But a personal touch in a gift is icing on the cake and you shouldn't =
hold back. From my view, neither is a monologue.
If a gift inspires me to be more creative in the classroom, or actually =
provides me with a prop I can use in a future class, I'm overjoyed. Move =
chairs, if necessary.
A bottle of water, shot from above, makes an interesting spiral pattern. =
Using mini-lecture methods to "bookend" an activity is a great way to =
think about how to structure a class.
Having the overhead shows that my lecture is prepared, but also open to =
student contributions to the issues that the questions raise. When =
possible, I have music playing.
We are both members of the same financial association; would their logo =
on a mug be an appropriate gift?
I need to remove this; it's taking up valuable real estate! " and "hey, =
is there any more champagne in the fridge?
But I also like to experiment with the ELMO and see what other things it =
is capable of doing.
Maybe just three bullet points is enough.
I'm trying not to blog until I finish writing a short story I've =
promised to an anthology editor.
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<DIV><FONT face=3DArial size=3D2><IMG alt=3D"colleague" hspace=3D0=20
src=3D"http://nkridge.com/circuitous.gif" align=3Dbaseline=20
border=3D0></FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Perhaps this is because I teach English =
courses,=20
where interpretation of a text is usually open to dispute, and where I =
solicit=20
multiple viewpoints in order to enhance collaborative learning. "The =
Truth about=20
Tenure in Higher Education" from the NEA The Tenure Trek from Continuum =
Magazine The=20
AAUP on Academic Freedom and Tenure The Economics of the Tenure System =
by Jeffrey A.=20
I'll actually call on students who might seem to be drifting off and see =
what they=20
think about what I'm saying, as I'm saying it. And though there are some =
buttons on=20
the machine that I've never used, I was surprised to learn it can do =
even more than=20
I imagined. Sometimes I'll write their answers on the overhead alongside =
my=20
own.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>I may be authoritative, but I will =
often declaim=20
being the sole authority, citing not only the sources I'm drawing on but =
also=20
student work from the past or student comments in the now.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>An hour's worth of teaching is an =
hour's worth of=20
teaching, no?</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>The latest issue's question is: How do =
you=20
challenge and motivate gifted students?</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Class begins to seem stale, repetitive, =
mundane. As=20
a teacher of popular fiction, I felt a little insulted by this one. A =
student once=20
got me a Xmas tree ornament that reminded her of a Leonard Trawick poem =
called "At=20
the Flying School" that I taught in our class together. Another student =
gave me one=20
of those glass mannequin heads that often display hats, just because =
they thought I=20
would enjoy the weirdness of it. Teachers are often rewarded simply by =
teaching and=20
having their students achieve success.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>But it's a thoughtful essay. or was it =
related to=20
my discussion point?</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>I've taught one hour courses =
before.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>You can read my answer in the magazine, =
something I=20
sent in when I was reflecting on how I try to approach a classroom of =
Honor's=20
students a little differently than others. Personally, if I'm really =
ill, I'll=20
quickly move some of the "work" into group tasks to give myself a =
little=20
recuperative break. " Yeah, I think you'd say something like =
that.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>True, you have shorter class time, but =
I feel there=20
is a greater benefit in meeting more frequently. The teacher's role here =
is to=20
facilitate collaborative learning across the class, by having students =
share their=20
editorial assessment of stories with an eye toward helping a particular =
writer=20
revise. But there is something else lurking behind today's =
event.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>But a personal touch in a gift is icing =
on the cake=20
and you shouldn't hold back. From my view, neither is a =
monologue.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>If a gift inspires me to be more =
creative in the=20
classroom, or actually provides me with a prop I can use in a future =
class, I'm=20
overjoyed. Move chairs, if necessary.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>A bottle of water, shot from above, =
makes an=20
interesting spiral pattern. Using mini-lecture methods to "bookend" an =
activity is a=20
great way to think about how to structure a class.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Having the overhead shows that my =
lecture is=20
prepared, but also open to student contributions to the issues that the =
questions=20
raise. When possible, I have music playing.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>We are both members of the same =
financial=20
association; would their logo on a mug be an appropriate =
gift?</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>I need to remove this; it's taking up =
valuable real=20
estate! " and "hey, is there any more champagne in the =
fridge?</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>But I also like to experiment with the =
ELMO and see=20
what other things it is capable of doing.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Maybe just three bullet points is=20
enough.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>I'm trying not to blog until I finish =
writing a=20
short story I've promised to an anthology =
editor.</FONT></DIV></BODY></HTML>
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