On teaching...(NVR)
I know a lot of you guys are teaching at the college level and I have a few questions/thoughts. I have been offered an opportunity to return to teach again (in an adjunct capacity). I taught a few semesters a couple of years ago and would be returning to the same university. A full-time position has been offered and I have already turned it down. Also, I do sit on an Advisory Board for the department now (which was not the case the last go' round), not terribly relevant, but my point is I have a history with this university.
One of the many reasons I stopped teaching last time was that I did not find it terribly rewarding. I had a hard time accepting that a large proportion of students simply didn't give a sh*t. It drove me nuts. I was advised by a friend who teaches (sociology, large lecture hall type courses) that that element would always be there...to pick a group, either the top third, middle third, or bottom third and aim for them...the rest, well...I guess are on their own. I have a real hard time with this. By taking this approach, I lose a lot of students. And is that really fair at a state university?
I went to a large university for undergrad and a small-ish elite private school for my MFA. I'm trying to put my head back to where it was at the undergraduate level (not so easily done; it's been a long time). Anyway, I haven't formally accepted or declined; I am leaning toward accepting a (single) class for the spring, with the possibility of picking up an additional one next fall.
Also, I should point out that I would be teaching Junior/Senior level studio classes, with most of the students having declared this as their major (also the case last time). There are some things with me and my professional confidence that have changed since then as well; I do feel a little better prepared and, for lack of a better term, more competent.
I'm curious about your teaching philosophies. Who do you aim for? Why? Who slips through and how do you come to terms with that? Any thoughts would be appreciated.
Hi...first off, i am not a teacher, but, i am a "returned" college student who's thinking of teaching at the collegiate level. so, i wanted to chime in for two reasons.
overlooked students/students who don't care: when i started at a state university at a naive 18, i really didn't care. i actually tested how long i could go without talking to anyone. needless to say, i was a little depressed, and my grades, and my college experience, suffered for that. now that i'm back in action (a good decade plus later), i can tell a big difference between those who care and those who don't. the way i look at it, if i didn't suffer through neglecting my education on my own, i wouldn't have the gusto to kick as much butt in my education, part deux, as i do now. so,while you're going to want to help everyone, all the time, fact is - you just can't. sometimes students need to stumble a bit in order to gain their own resolve, and that's what will likely lead them to the best education of all.
professors: seem to be an odd bunch to begin with. i've sat down with several of my "round two" professors to ask questions about their experiences teaching, and the differences in pedagogical philosophy are drastic, to say the least. some just brushed off my curiosity, others embraced it and give me valid, valuable advice. my point is, the fact that you care about your exchange with your students at all probably sets you ahead to begin with. don't forget that the simple fact that you're paying attention is invaluable - sounds like you'd be an asset already.
good luck!
when i taught 7th general music, i had a perfectly normal wide range of abilities, most were average music students, some low, some high. i created vague projects, such as, write a song using this amount of chords and this length. for the average student, it was right at their level. for the more exceptional students, i gave them extra responsibilities, such as running the "recording studio" which was just a computer in a room, and asking them to write at least two or three songs. with both of these groups off doing what they are comfortable and challenged to do, i worked a lot with the struggling students, helping them find their own way to meet the expectations. i felt that the more vague the project was, the easier it would be to bend around the guidelines to suit each ability level.
you said you will be teaching studio classes, are you an art professor?
I have taught music history at the college level for a little while as an adjunct, and now I teach elementary school music (not as different as you may think!) Anyway, in teaching at the college level, I didn't so much "cater" to the needs of one group. I made my syllabus of things I felt they should know and let everyone know my expectations upfront. I told them the first day, and reiterated throughout the semester that I was completely open for questions before/after class and during office hours, and would be more than happy to give extra help to those who came to me. Many students took advantage of the extra help and did well in the class. On the other hand, some just didn't care. At first, I had a big problem dealing with this, often going to the student and discussing his/her lack of progress, giving extra assignments, offering more extra help. But in the end, I realized that FOR ME, the thing that worked best, that gave me what I thought were the best results, was just telling the students what I expected and making myself available for questions and extra help. To those students who "just don't care." It's a shame (and really a shame that I see the same thing in elementary school), but sometimes, you just can't do anything. Some people JUST DON'T CARE no matter what you do! I hope this is somewhat helpful.
Where's Baypuppy? I'm sure she will have some good advice for you!
Hi Nutdragon - I know your dilemma! I teach at tertiary level (University) here in New Zealand. It is true that some students don't want to be there - and you can't be responsible for that but you can be responsible for the kind of teacher you strife to become. I don't agree with the strategy of choosing a group and teaching to them. A committed teacher should try to reach all students even if we are not always successful! I like and also use some of lotus42 strategies. I try to make my pedagogy and expectations transparent to students. This includes being approachable, flexible, firm sometimes and fair and I try to teach in a way that lets students know I care about what I am teaching about, and I think it is important. For the most part I feel pretty satisfied with the results. Over time I've learnt that I can't be responsible for the success of every student because like everyone they have complex lives and drivers! Anyway, Stephen Brookfield writes alot about teaching adults and his website is really useful for ideas and inspiration. http://stephenbrookfield.com/
I hope you make a decision that sits well with you!
I've met up with this even in private tutoring. But of course since it's a private class, the "don't cares" soon drop out. What can you do with someone who comes to you and says, "I don't like literature, even in my own language!" ??? (And we are getting a degree in Eng Lit because---?) At least the ones who come to me and stay are interested, even if they're a bit lost or confused.
A lot of that confusion is down to the crap teaching methods at the local university...they all have instant tenure and really don't educate at all...they sit and pontificate and then the exam is centred on something they might have spent half of one class on. I'm not ranting here...I've had student friends from Germany, Holland and France tell me that the Eng dept at Seville U has a very bad rep all over Europe for being tough and almost impossible. As one student from the University of Berlin said, "In Berlin it's tough, but if you study you pass--here, it's up for grabs." The profs may only read a line or two of an essay exam, decide they don't like it and fail the student on the basis of the first two sentences, without bothering to read it all. They have tenure, they're gov't employees, it's next to impossible to get them reviewed, let alone fired!
I wouldn't say that you should aim for the minority...but do realise that some students are there because their folks expect them to get a degree, not necessarily because they want one. And some are still in a haze of delayed adolescence; they really do not realise that the decisions they make at this point will affect their entire lives. The "don't cares" just seem to float from one thing to another, one job to another, one relationship to another, untill and unless reality sets in. We can hope that it does, as it did for Queen Bee, but I have to say my brother is in his 50's and still floating. In his head he's still about 17 and I'm afraid he always will be.
I understand your frustration with the "don't give a sh*t" contingent of students. For the bulk of my teaching career I've taught English 101--intro to college writing--which is one of the few classes that is mandatory for ALL college students. The burn out factor for adjuncts in my field is high due in part to the students, but also to low pay, no job security, no benefits, material conditions, etc. However, what always surprises me is how wonderful most of my colleagues are even under the most hideous teaching conditions.
I've never taught in a large lecture hall--I can't imagine what that would be like...maybe I would care less that my students don't care because there would be fewer opportunities for one-on-one interaction. It does hurt my feelings that students don't care when I know their names--which is always the case in my English 101/102 classes that cap at 22 students. I make a ton of effort however to arrange my class so that they can't hide. If they don't care then the whole class is going to know and it can get a bit embarrassing when everyone else is so invested.
In my low moments I try to talk to other instructors for inspiration, try to remember that many of my students are working full time jobs in addition to going to school, and that there is a learning curve. I'm an occasionally impatient teacher, but it's important to not forget that sometimes the lessons that have been most meaningful to me in my life did not take hold immediately. Months and sometimes years pass before I have an "a ha" moment. So, I guess I comfort myself allowing for the fact that we all learn differently and that my job as a teacher is not to have my students worship and adore me (although I desperately want them to) or to think that what I'm trying to teach them will change their lives (it really could though...). Ultimately, I have to be satisfied that teaching, for me, is the only profession I really love--it's my passion and calling. If you don't feel some of that then maybe teaching isn't for you and that's okay, right? I'd be no good as an accountant...
I don't agree with picking one section of the class to focus on--public school teachers are advised to do that too, and it really bothers me. It's good to keep your prospective students' abilities in mind when designing your course, but you should have high expectations of them as well, right from the beginning. And of course, you should expect your students to learn what you feel your course should include, regardless of their abilities and attitudes.
As long as you are very clear on your expectations, grading policy, teaching philosophies, etc., and you give your students all of the tools they need to succeed, the students that care will adjust as necessary. I am a believer that you need to start the semester off with an assignment or test that is representative of how difficult the class may be later on. I've made the mistake of starting with an easy test, and my students slacked for the rest of the semester. The students that don't care... you can try to stimulate their interest in something, but don't lower your expectations for them or do any special favors for them (particularly at the last minute when they realize they might be failing your class). They are used to that, and they need teachers like you to demonstrate that they are going to have to work hard in school and in life to get by.
As you are able, it's great to provide individual attention to struggling students and advanced students, through extra help or more challenging assignments. And this can be done during office hours if doing this during class time would take your focus away from the class as a whole.
Ultimately, I have to be satisfied that teaching, for me, is the only profession I really love--it's my passion and calling. If you don't feel some of that then maybe teaching isn't for you and that's okay, right? I'd be no good as an accountant...
This is really what it all comes down to... for any job. If you find that teaching doesn't give you a lot of enjoyment, it probably means it isn't the job for you, and that IS okay!
Good luck!!!
aww, things i love: students who coast through thinking a "act of god" will come and pass them and, nope, they fail and then they cry at me because they can't graduate!! i'm like, you failed all the tests and you want me to pass you? no way.
is it sad i get a little pleasure out of that? :-\
I was actually thinking something similar when I wrote my original post. I admit, I am irked when a student of mine doesn't care, but still manages to pass my course. I feel like they didn't learn anything at all in my class--math or otherwise.
you know, as a student, this whole topic has been really interesting for me. how strange it is to see things from the "other side." I'm admittedly one of the ones who gives a sh*t - living off scholarships, busy with committees and clubs, and maintaining darn good grades (if I do say so myself).
I don't know how many like me are out there, but I'm uncertain about myself - and actually want my professors to like me and approve of me! I fear not being good enough. I guess I'm a black sheep because there are SO many students who don't care and are riding on their parents' bank accounts. it's infuriating.
Thanks for the input, guys. The classes that I've been offered are a lighting design and an environmental design course. Both are fairly technical, but design based, project oriented studios. The school and area are...let's say...not terribly progressive and I'm a little worried about my somewhat liberal semi-hippie self in an environmental design class in particular. (I say this almost tongue-in-cheek; no one I know would describe me as a "hippie" but the students thought I'd fallen off the magic bus). I taught construction materials and methods before and the students were never able to get their heads around what box stores do to communities and designers and construction professionals in general, not to mention tariff issues with the importation of building materials (one could have heard a pin drop during that lecture, not because they were paying attention, but because they didn't care or understand). If I get on a roll, I tend to be a very passionate lecturer and it does hurt my feelings if I can't get through to people...something that I'll just have to get over.
Another issue, and this is with any interior design program, is that there is always a contingent of students who I call "fluff and fabric types." Those who want to pick out curtains for a living. And that's fine, there are jobs out there for them. They don't really need college for that, though.
The burn out factor for adjuncts in my field is high due in part to the students, but also to low pay, no job security, no benefits, material conditions, etc.
This was part of the reason I left last time. They had offered me a permanent position, but the money was awful. I took a corporate position (that I eventually left) that left me no time to teach. This school is an hour away, so I'll have to be very careful with my time (we still run our own business).
I thought last time that I would really love teaching, and I'm willing to give it a go again. Like I said in the first post, I feel a little better able to offer some professional insight at this point in my life. I did learn that you have to be VERY specific with your expectations. The thing with design is students tend to approach it like a math problem, like there is a right or wrong answer and that simply isn't the case. There are so many variables involved, so many ways to achieve a solution, that you have to look at more like term paper. It's good or bad, but not necessarily right or wrong. That's a hard concept to get across to new designers.
I appreciate your thoughts. I need to chew on this a bit more...
Ohhh you made me laugh. Thanks! I am a "hippie" to my students too, that weird vegetarian lady who speaks Shakespearean English and refers to John Donne as "Dear Donne". I didn't realise I did that till someone mentioned...though I do know I refer to the divine Mr. S. as "Onkel Willy"... ;D
I just feel at home in the 15th-17th century, that's all! :P