Annette- First, I didn't see what you said as rambling at all. Very well said. I also would guess that our teaching styles are different and that may well be because of several things. Not the least of which is that we teach different things in completely different types of institutions. Even greater differences may exist in our personal styles. I have no idea why it is true (what I do) but my first few years' classroom assessments determined that I came across to some students as a bit cold, sometimes sterner than I mean to be, and somewhat aloof. So I think I can get away with what might come across to your students as weakness while in me it makes me look more "warm and cuddly" or certainly more like I care about them (which, in all honesty, I do). I have learned thought that what I call "pensive" is sometimes perceived as "distant" by them, for example.
And I wouldn't disagree with you that there have been a couple of students along who have taken advantage of it. But for reasons having to do with family issues as well as training, I have very strong detectors for that- that is one advantage to our College- small classes ( < 25) and a small residential atmosphere (around 950 students) means that I can call them in the dorm during class or lab and say, "Get yourself to class now or face withdrawal". I've only done that twice but both those students came back later and apologized and said thank you. I think in a large class at a large University where they never see you much beyond class perhaps I would have to adopt some of the same techniques as work for you. I was also a performance major (voice) and have a history of public performance to fall back on and I have some skills at working and winning an audience (though I NEVER try to think of my classes as performances- sometimes the ham in me. . .). Anyway, I wanted to say that your perspective on this is certainly as valid (and valued, by me) as mine is. I just think trying to apply a scheme to fixing a situation without consideration of all those variables would be more likely to fail. BTW- I have been told by more than one female faculty member that the things I do in class and out would not work for them for exactly the reasons you have stated- I don't know enough to know or enough about the research to comment much on that but it is certainly plausible that plays a role- shouldn't but it may in any number of unfortunate ways. Tim _______________________________ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems "You can't teach an old dogma new tricks." Dorothy Parker --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
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