Kathleen - Far from "rambling," you summarized and built on our thoughts
a lovely, eloquent way. Thanks for that! (Thanks, also, for providing
some solace. It feels supportive to hear so many other folks still
struggle with the emotional part of our jobs…even after 25 years of
teaching!)
Del - Your point about class times is well taken. I think we had a
similar discussion not too long ago about the organizational restraints
on our universities. At Belmont, our student body is growing by leaps
and bounds but our classroom space has not! So, we are required to
teach early morning, evening, and alternative format classes (e.g.,
online, Saturday, mixed formats). As I recall from our discussions,
this was just one of those ugly yet realistic constraints we have to
work under. On the bright side, I am happy to report that many of my
students say they prefer 8am times so they can go to class early and go
on to jobs or other obligations (e.g., athletics) later in the day, etc
It may not be the best learning time but most of them actually do
pretty well. (An 8am at Belmont may be quite different from an 8am at
larger schools. We are a selective, private, Christian university and
the students here have been the most focused that I’ve had the privilege
to teach.) So, teach at 8am, I will…with pep, and enthusiasm, etc. 
Kathleen said: My strategy has been to, as you all do, attempt to
prevent the situation …by offering the best teaching-learning experience
I can, by applying best practices related to teaching and learning (and
I am constantly reading on this topic), by trying to "study" engagement
of sociology majors, by doing things that promote intrinsic motivation
in my students ….y talking openly and honestly with students about such
issues, and so on.
When I read Marty’s original post on this topic, I assumed the grad
assistant—and the rest of you—are doing exactly that--the best work that
engaged professors *can do. Why? I simply reflected on the profs on
this list and our discussions over the last (10-12?) years. We are here
because we care and we work hard to learn about and use “effective”
methods. I would bet that we are all working hard, and in multiple
ways, to motivate, involve, and stimulate students into learning.
Yet…Kathleen and others hit it on the head: we may not be able to reach
everyone. I do my best to “get” them. Don’t want to lose anyone. But
sometimes I think it would be better for my spirit to realize that not
every 18-22 year old will be willing/able to jump on board—for many
reasons (including the fact that sociology can scare the crap out of
them!) That’s ok. Yet, it still depresses me a little when a few
don’t “get it” or me or what I’m trying to do. That seems irrational to
me, but there you have it. So, I (we) will continue to work our
hardest, teach with passion and kindness, do things that engage
students, and hope for the best.
Ya’ll have a great Saturday!
Andi
PS: I want to be clear that when I said I teach to the most motivated,
that does not mean I give up on those few who appear agitated, bored,
etc. But those students at the top can model, by example, engaged
learning for the others.
Andi
--------------
Every object, every being,
Is a jar of delight.
Be a connoisseur.
~Rumi~
Life is raw material. We are artisans. We can sculpt our existence into
something beautiful, or debase it into ugliness. It's in our hands.
~Cathy Better~
Things which matter most should never be at the mercy of things which
matter least.
~Johann von Goethe~
Dr. Andi Stepnick
Associate Professor and Chair of Sociology
300-C Wheeler Humanities Building
Belmont University
Nashville TN 37212-3757
Direct Line: (615) 460-6249
Office Manager: (615) 460-5505
Sociology Fax: (615) 460-6997
----- Original Message -----
From: "Del Thomas Ph. D." <[EMAIL PROTECTED]>
Date: Friday, January 13, 2006 10:53 pm
Subject: TEACHSOC: Re: Help: the emotions of teaching
>
> This is basically a hardy perennial much like the thread on coming
> late
> to class. In the final analysis it is a problem that can be
> solved by applied sociology. That would require a shift from the
> dominant teacher/preacher model to those oriented to student
> learning. That's not likely to happen soon in many places.
>
> Think of it. Someone is paying good money for "instruction" where
> few
> if any of the instructional materials
> have been been beta tested. The materials shape the students
> thinking
> only we don't know how. Would you
> use a bank or dentist or auto that was constructed of untested
> materials.
>
> I have found that the dominant classroom model discourages
> participation... after 12 years of this you have learned
> don't make waves.
>
> The earlier discussion of 8 am classes is an example. We know if
> we
> were concerned about learning in this age group
> the classes would be at 8 pm not am. Who are the colleges for?
>
> Someday we'll get the message.
>
> Best
>
> Del
>
>
> Jessica L. Collett wrote:
>
> >
> > I agree with Sarah. I teach to the people who want to be taught.
> I
> > usually
> > include a few words of wisdom, wake-up calls, or something fun to
> > engage those
> > who didn't try the first time around, but the results are usually
> small.>
> > However, I don't think that the poor showing on the quiz is a bad
> > thing. An
> > early evaluation of the work that students are putting in is good
> and
> > could
> > serve to get some of them into gear. I'd suggest handing them
> out,
> > stressing
> > that the two of you (and perhaps others) are there to meet with
> to
> > discuss the
> > quiz or strategies for doing well in the class. Sure, there will
> still
> > be way
> > too many who don't do the work and who don't seem to care, but
> there
> > will be
> > some who appreciate the early messages about the keys to doing
> well in
> > the
> > class. I realize that's not an emoiton strategy, but I always
> feel bette
> > rknowing I've given them the opportunity and it's up to them to
> take
> > me up on
> > it or not.
> >
> > ~Jessica
> >
> > Jessica L. Collett, M.A.
> > Department of Sociology
> > University of Arizona
> > Tucson, Arizona 85721-0027
> > http://www.members.cox.net/~jessica.collett
> > --
> > "Creativity is to intellectual life what speed is to sport. You
> can't
> > teach or
> > train it. You can only try to stay out of its way." ~ Henry A.
> Walker>
> >
> >
> >
> >
> > Quoting "Del Thomas, Ph D" <[EMAIL PROTECTED]>:
> >
> >> Sarah,
> >> What is the work?
> >>
> >> Del
> >>
> >> Sarah Murray wrote:
> >>
> >>> In just 3 semesters of adjuncting, I've toughened up on the
> issue of
> >>> those who do no work. I reach out to them consistently, but
> really
> >>> pin my hopes on the ones who work diligently -- even if some of
> them
> >>> have less innate skills -- and draw my inspiration only from them.
> >>> After trying to accommodate the non-workers again and again
> >>> (numerous personal, upbeat communications; extra, fun
> assignments;
> >>> referral to special services), usually to absolutely no avail,
> I
> >>> realized that it would be doing them no favor whatsoever to
> shield
> >>> them from the reality of the world: that those who do nothing,
> often
> >>> get nothing. They'll either change on their own, after a bit
> of
> >>> nudging from teacher, or they won't.
> >>> The workers seem to far exceed the non-workers anyway -- and
> some
> >>> are super-hard workers!
> >>> Sarah Murray
> >>> WPUNJ
> >>>
> >>> ----- Original Message -----
> >>> *From:* Marty Schwartz <mailto:[EMAIL PROTECTED]>
> >>> *To:* teachsoc <mailto:[email protected]>
> >>> *Sent:* Friday, January 13, 2006 7:13 AM
> >>> *Subject:* TEACHSOC: Help: the emotions of teaching
> >>>
> >>> Folks: Another request for help.
> >>>
> >>> My graduate assistant just made up her first quiz, and did a
> >>> fabulous job. In fact, by agreement it was very easy, and
> really>>> there was not much excuse for getting less than 9 out
> of 10
> >>> (especially since there were 11 questions with a maximum score
> >>> possible of 10). She was pretty proud of both the quiz, and
> >>> conning me into letting her give a first quiz that
> guarantees a
> >>> high score to anyone who does the work.
> >>>
> >>> But, of course, in a class of 100 there were a great many
> people>>> who didn't do the work, and scores ranged down to a
> low of 3. If
> >>> an infinite number of monkeys ...... She is feeling bad
> about>>> how really hard we are working this term (I am too old
> for this),
> >>> and that so many students didn't do any work (can you guess
> that>>> SHE graduated with a 3.9??).
> >>>
> >>> So, the Sociology of Teaching Emotions. Does anyone have any
> >>> advice/experiences to share/ etc. on this issue? How do
> you deal
> >>> with feeling bad that students aren't doing the work? I
> have a
> >>> meeting of teaching interns, and I have promised them that
> we will
> >>> have a full session on this topic, incorporating your views.
> >>>
> >>> Thanks for helping out.
> >>>
> >>> Marty
> >>>
> >>> Martin D. Schwartz
> >>> Professor of Sociology
> >>> Ohio University
> >>>
> >>> 119 Bentley Annex
> >>> 740.593.1366 (voice)
> >>> 740.593.1365 (fax)
> >>
> >
> >
> >
> >
>
>
