Tuesday, October 13, 2009
Get What You Give
I'm a bit frustrated. My students are working really hard, but some of the community partners aren't reciprocating. I understand these folks are busy, but they are really hurting themselves. One of my community partners is always available and answers questions quickly. They are getting a lot of work out of my students. The other partners aren't getting what they could from my students because my students have questions that go unanswered. Turns out you really need to choose your community partners carefully. Lesson Learned! Now how do I triage this issue for the students already assigned to specific partner?
Thursday, October 1, 2009
Teaching Tylenol
Alright, first off, I gotta take a moment to say I'm sorry for all the typos and grammar errors in my posts. I swear I proofread them, but I'm not perfect. (Gasp!) Anyway, when I find some free time, say over semester break, I highly doubt I'll go back and fix the errors, so deal with 'em!
On to the lecture at hand (with apalogies to Snoop and Dre). My students have done it again. I thought about a few fixes for the symposium topics, presented the suggestions, and the students told me why none of them would work while creating a focus for each group that was better than any of my suggestions! When put these 17 people in a room together and give them a mission, tell oppression to run and hide 'cause these men and women are kicking ass and taking names.
Students have begun writing grant proposals and funding letters; I will get drafts from them in 2 weeks. Others have begun drafting intern handbooks and internet marketing plans. I have heard nothing but great things from the community partners these students are working with. Once these projects are done, students will begin to organize the research they are presently collecting and start writing their symposium essays. I don't fear mediocrity any longer. Now, I just want to get as many bodies in the room to witness my students' work.
Here's a few examples of how dedicated these students are: I walk into class today and one student says, "I'm not proud to admit it, but I was thinking about grammar outside of class and have a question." She proceeded to ask about clarification on the grammar lesson from Tuesday. This rarely, if ever, happens in my other classes. After we addressed her question, another student came up to the board (this is all before class has even started mind you) and writes a phrase on the board that he is unsure how to punctuate. Then, at the beginning of class, I asked if people had begun to view food differently since they started taking this course. I had to cut off discussion so we could cover other topics. They all had stories about their lives and how their habits have changed.
Headaches have turned to euphoria once again. Now, I need to finish all this grading; I think I feel my headache coming back.
Till next week,
NM
On to the lecture at hand (with apalogies to Snoop and Dre). My students have done it again. I thought about a few fixes for the symposium topics, presented the suggestions, and the students told me why none of them would work while creating a focus for each group that was better than any of my suggestions! When put these 17 people in a room together and give them a mission, tell oppression to run and hide 'cause these men and women are kicking ass and taking names.
Students have begun writing grant proposals and funding letters; I will get drafts from them in 2 weeks. Others have begun drafting intern handbooks and internet marketing plans. I have heard nothing but great things from the community partners these students are working with. Once these projects are done, students will begin to organize the research they are presently collecting and start writing their symposium essays. I don't fear mediocrity any longer. Now, I just want to get as many bodies in the room to witness my students' work.
Here's a few examples of how dedicated these students are: I walk into class today and one student says, "I'm not proud to admit it, but I was thinking about grammar outside of class and have a question." She proceeded to ask about clarification on the grammar lesson from Tuesday. This rarely, if ever, happens in my other classes. After we addressed her question, another student came up to the board (this is all before class has even started mind you) and writes a phrase on the board that he is unsure how to punctuate. Then, at the beginning of class, I asked if people had begun to view food differently since they started taking this course. I had to cut off discussion so we could cover other topics. They all had stories about their lives and how their habits have changed.
Headaches have turned to euphoria once again. Now, I need to finish all this grading; I think I feel my headache coming back.
Till next week,
NM
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