This Week’s Lesson: Put Pedagogy First #CCCwrite

For this week in the Reflective Writing Club, we have been ask to reflect on a professional mistake that helped us grow. I have never ended a semester where I didn’t have a list of what I wanted to tweak or add to my lesson plans for the next round of classes. The fact that my job includes multiple clean slates and restarts is one my favorite aspects of it. It is designed for active reconstruction and growth. While I have certainly made mistakes, I do not have a dramatic tale of transformation or conflict to share on my blog. I do, however, have a recent lesson to share about the value we put into our own work.

For the past decade, small group conferences have been a key part of my face-to-face course structure. In lieu of a regular class session, I meet with groups of four students for an hour at a time. They take turns reading their essays and giving each other feedback. I listen and offer my feedback for each paper after all the students have spoken. It’s a good bonding experiences and something most positively mention at the end of the semester class feedback forms (I am learning not to call these “evaluations”).

This semester, thanks to a snowy Michigan winter, we lost a day of class and fell behind in our class schedule. Unlike previous semesters, I also could not schedule group meetings without cancelling a whole week of class. I decided to do an in-class peer workshop instead. Even though each group reviewed their essays using a carefully constructed checklist, the revisions they turned in after the workshop were the worst set of papers I had seen in a long time. I should have taken a week to conference my students, even if meant completing one less essay this semester.

I chose to write about this mistake because I was not sure how much of a difference my presence made in these groups. Did I interfere with the peer interactions? Could I simply replicate the questions I would ask and have a checklist to drive the workshop? It’s sad that I did not trust my pedagogical knowledge and teacher instinct and that I needed to see a bad stack of papers as proof of my value.

It’s nice to know that our time and presence can’t be easily replaced. Currently, in higher education, we have to fight to keep lower class capacities and to maintain the relationships we are able to develop with our students. We, the faculty at my institution, were recently asked, why we are not capable of teaching classes with more students. It was framed that if we were great instructors, we should have no problem teaching more students in our classes. Instructors at our neighboring schools teach classes with more students, why can’t we?

Great instructors fight for the ability to connect with our students, not increase our output. I made a mistake this week of prioritizing output over quality and now I am suffering through a stack of papers, most which will have to be revised and re-assessed. I’m writing about this moment so I will remember not to do this again.

Advertisements

#CCCWrite on the Value of Conferences

This is my second blog post for the Reflective Writing Club sponsored by the Online Network of Educators. The writing prompt asks us to reflect on our experiences attending conferences.

Conferences, for me, have always been the ultimate niche experience for whatever professional role or academic interest I am embracing at the moment. The first conferences I attended were specifically designed for alumni magazine editors, set in glamorous hotels in cities such as New Orleans and Montreal. One of my favorite keynote addresses was at one of these conferences when Susan Orlean shared her immersive approach to storytelling. This was shortly after the release of movie Adaptation, which was based on her book The Orchid Thief. Since that moment, I have been sold on conferences.

Now, as a community college professor, conferences are not just for inspiration, but opportunities to be a scholar and have the types of conversations I had in graduate school. With a 30-credit contract and a promotion process that values service and teaching, academic research is not a priority. We live in the world of practical application, caught in an endless cycle of grading, meetings, and emails, and do not get much space for ideas and theories. It’s difficult to find the time to blog, let alone write full research articles. The closest I am able to get with the demands of work and parenthood is conferences.

When I was five months pregnant, I presented at my first big conference, Computers and Writing. The presentation was based on one of my graduate seminar papers, “Ubuntu and the Open Source Movement: Decolonizing Interfaces.” I achieved my peak of academic coolness at this moment. Nowadays, I try to blend the high theory of my doctoral studies with what is happening in my classrooms, creating presentations on online service learning and supporting multiple literacies in writing centers. As an attendee, I gravitate towards sessions that offer both sources to explore and assignments/lessons to try.

While I enjoy the traditional conference setting, I also enjoy the conference-like experiences I am getting online through MOOCs, such CLMOOC, Twitter Chats, and this networked blogging experience. In many ways this feels like an open panel at a conference, where each of us takes turns speaking about our particular experience on a topic, and viewers who choose to “walk in the room” can listen and chime in when they have something to add to the conversation. I look forward to any comments you would like to share on this topic.