For the past two years, I have been a Graduate Teaching
Fellow at Borough of Manhattan Community College.
Since I needed the daytime hours to write my dissertation, I
requested that my required teaching load be scheduled in
one day. This keeps me at the school from the morning until
the late evening.
The daytime student body at BMCC differs a great deal from evening and night classes. Day classes contain mostly younger 18-to-21-year olds, who can be particularly
difficult to teach. I have found that they are less motivated than the older students in my evening classes, who tend to be
more responsible. These students are much more
motivated and tend to do better all around handing in
their assignments on time, and completing them more
carefully.
The evening students have different problems. There are a lot more foreign
students among them who lack the language skills to
understand what is being said in the classroom and given
in the form of written directions. Thus, the younger
groups during the day could present behavioral or
motivational problems and the evening classes language or
other difficulties. Of course, present in both to some
degree is a combination of these challenges.
Teaching at BMCC has taught me to appreciate aspects of my life skills that I previously undervalued.
For example, the fact that I am a woman and have been a
mother has helped me a lot in dealing with younger
students towards whom I feel a great responsibility and
who I try to motivate. Having had two children, an older
boy and a girl two years younger, I have learned through
my mistakes. I drove my son so hard that I took away his
motivation and eventually he dropped out of college (much
later he returned of his own volition). I learned to
relax my vigilance somewhat with my daughter and had
better results; she is now a teacher herself.
The lesson I took from this experience is to provide the
students with the available pathways for help, request an
assignment, and then allow them to exercise their
options. Tolerance in permitting the students to redo
their papers if the grade is unsatisfactory is essential.
I attach a preprinted and checked-off sheet to the graded
paper, identifying the problem areas and where to go for
help in redoing the assignment, as well as the date it is
due back. In this way the English-as-Second- Language students can rewrite the
assignment with the help of a school tutor, as can the
student who has problems with grammar and style in the
writing workshop. Those pupils who have gotten
undesirable grades because they did not follow directions need to be addressed personally and given
the guidelines more explicitly.
One of the most difficult tasks I have had was how to ensure that the students do their
assigned readings. Surprise quizzes was one way, the
other was to initiate student presentations. I divided
the class into small groups. Each group was then
assigned a particular topic to present to the class.
Thus after lecturing myself the first 40 minutes of each
session, I had each student present one slide or one
artist assigned to him/her the previous week. I asked that
they read the text on the topic and present the material
to the class in their own words without reading from
notes. Stress was placed on content rather than the style
of presentation, thus assuring a less self-conscious,
less performance-oriented delivery.
I was astonished by the high quality of these sessions.
My joy at the assured manner with which the students
appropriated my role was great. After going up to the
screen and requesting my pointer the student would
proceed to address the image at hand. Pointing to the
characteristics which identified the art work, each
student expounded on what he/she had learned from Janson,
adding his/her own interpretations about the subject.
The presentation model has helped the students make the material their own by formulating an
educated opinion and critically evaluating what they have
read. They need to read for full
understanding, and be responsible for their group and
the class's comprehension of the material through their
clarification. The resulting grades were overall higher
than lecture classes on the same
topics I had taught previously. |
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