What's Up Readers,
It's been 2 years since I graduated from Utah State University (MA). 3 out of the 4 part time jobs I had prior to my current one had been teaching jobs where I mostly worked by myself (independently). So it was refreshing ( a nice change ) to have co-workers and colleagues on-site ( 2 is better than none, diba? ).
When I tutored in Jenkintown, PA, I saw my supervisor only when I handled paperwork. We mostly communicated via emails. When I taught composition in Allentown, PA, I saw a glimpse of other faculty members while I ate dinner in my "cubicle." I talked with a Mathematics professor because he had the same schedule as me. I'd talk with my supervisor about class progress usually before I taught or through emails. When I taught grammar in Center City, Phila., I talked with my mentor before class and through emails. We'd discuss individual students, and conflicts and other classroom management issues.
There's always a sense of distance and an impermance ( due to my part time status ). I left Allentown for a higher paying job and financial security. I had financial security for those months and a bit beyond after my contract ended, BUT I wasn't happy ( the work I did wasn't meaningful ). The Center City gig revived hope and my interest in teaching. However, the gig was only once a week for 6 weeks. It was difficult learning the way and getting acclimated while knowing that I had to continue applying to other jobs so that I have a job lined up afterwards.
Just when I thought I would be getting a more stable full time job, I had the rug pulled from under my feet. Good thing I didn't put all my eggs in one basket. Good thing I applied to the job ( I currently have ). It's still a part time job, but it's more stable. I work for 20 hours per week for a whole semester/3 months ( and it looks like we'll be back in the Fall ). I have co-workers, and we talk about various subjects from personal musings to field-related topics. Working together has its challenges, but it is better than going at it alone. My job is meaningful, and I find ways to challenge myself while growing professionally.
Tuesday, May 3, 2011
Monday, May 2, 2011
Dissertation: notes 4
Hey Readers,
I finished reading Denise Clark Pope's book, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001). Overall it's a quick read. The 1st chapter is a profile of a high school, and chapters 2-6 are student profiles/ethnographies. The last chapter is Pope's summary and analysis.
Pope argues that the US school system's emphasis on high grades may be "promoting deception, hostility, and anxiety" in students. For students to cope with high expectations, they learn to use various techniques: establishing allies and treaties, multitasking, cheating, and bursting in sporadic anger (150). These frustrated students would fall in the "grade trap," which according to Pope, was the belief that high grades resulted in future success (153). However those who fell into this trap, most likely ended up stressed, burnt out, and disengaged ( from genuine learning ).
If students were to make it out of high school and enter college, most are convinced that life inside and outside academia ( the "real world" ) is all quantifiable. The problem arises, however, when these students encounter situations that are not easily quantifiable: situations that are not simplified ( for example, the notion of writing as a process ). What happens then when these students' old techniques of coping fail them? How will they fare when they encounter a grey world that is not as clear-cut as black and white?
Prior to reading this book, I thought that students were being too serious when they focused solely on getting the high grade. They were so serious that rather than playing the game, the game played them. In most games, players learn the rules and bend/break them. Their play is a type of exploration and rehearsal that enables them to practice without fear of consequences. Playing the game of "school" on the other hand ( as observed by Pope ) becomes a way of conformity: learning the rules in order to operate within its confines. This type of play is more like evasion and avoidance with fear of failing to meet status quo. Students, who don't conform to this game, face the consequence of a low or failing grade and its concomittant effects of shame.
I finished reading Denise Clark Pope's book, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001). Overall it's a quick read. The 1st chapter is a profile of a high school, and chapters 2-6 are student profiles/ethnographies. The last chapter is Pope's summary and analysis.
Pope argues that the US school system's emphasis on high grades may be "promoting deception, hostility, and anxiety" in students. For students to cope with high expectations, they learn to use various techniques: establishing allies and treaties, multitasking, cheating, and bursting in sporadic anger (150). These frustrated students would fall in the "grade trap," which according to Pope, was the belief that high grades resulted in future success (153). However those who fell into this trap, most likely ended up stressed, burnt out, and disengaged ( from genuine learning ).
If students were to make it out of high school and enter college, most are convinced that life inside and outside academia ( the "real world" ) is all quantifiable. The problem arises, however, when these students encounter situations that are not easily quantifiable: situations that are not simplified ( for example, the notion of writing as a process ). What happens then when these students' old techniques of coping fail them? How will they fare when they encounter a grey world that is not as clear-cut as black and white?
Prior to reading this book, I thought that students were being too serious when they focused solely on getting the high grade. They were so serious that rather than playing the game, the game played them. In most games, players learn the rules and bend/break them. Their play is a type of exploration and rehearsal that enables them to practice without fear of consequences. Playing the game of "school" on the other hand ( as observed by Pope ) becomes a way of conformity: learning the rules in order to operate within its confines. This type of play is more like evasion and avoidance with fear of failing to meet status quo. Students, who don't conform to this game, face the consequence of a low or failing grade and its concomittant effects of shame.
Sunday, May 1, 2011
Writing Center: SP2011 reflection
Hello Readers,
The semester is coming to an end, and we just finished our last week ( we're not open for the Summer ). We're coming back in the Fall, which means we did enough to make a good first semester impression. In the beginning of the semester, I posed a question: "How do we establish a presence on campus and sustain it?" Based on this semester's experience, I think we can establish a presence on campus and be able to sustain such a presence through constant communication.
Our supervisor told her colleagues ( first in the Humanities department then campus wide including other departments ) about us through word-of-mouth and university-emails. These faculty members recommended us to their students. They saw improvements in student performance, and they understood our mission so they continued recommeding us. At least 45% of the students we've worked with returned for a second session or more ( these students obviously thought we were helpful ).
We didn't just ally ourselves with Faculty, we used the physical building to communicate our mission. To some extent, we transformed the physical space. We didn't get cool furnitures, but we still made the space welcoming through snacks and a minor Feng Shui. It's difficult to tell if the grass-root level tactics we employed were successful or not. We created two posters ( a la montage and recycled materials ), and 4 flyers ( 1 general and 3 for each "event" ).
We went to the classrooms and to students to introduce ourselves. Some students I tutored learned about the Writing Center and its services when they saw our class presentation in their Freshman seminar classes. We also complied with 2 professors' request for class presentation. Collaboration with other groups was more difficult. The groups we tried to collaborate with were too "busy."
Communication through Media and community outreach were other ways. Our Facebook page now has 112 friends, and it's another way to remind students about our presence and to inform them in a quick and convenient way. We created an end-of-the-semester newsletter ( Issue #1 ), and we hosted 3 events/workshops ( Read-In, Resume Workshop, and APA Workshop ). Thanks to the data we gathered from student attendance, list of different courses we served, writing struggles and concerns, assignment descriptions etc., we have more ideas for possible future workshops.
On the last week, our supervisor couldn't believe that the semester was ending really fast. Colleague N agreed and commented that part of this perception had something to do with our on-the-fly approach. Other than our previous experience working at other writing centers ( more established ), everything was a learning process ( at least from an administrative viewpoint concerning promotional activities- getting the message out there ). In addition to constant communication, we learned more about our students and their needs.
For next semester, we're excited to continue to do the good we did and revise the not so good. We also look forward in collaborating with a faculty and add to her research project ( assessing student writing ), and possibly attend and or present at a conference (MAWCA).
The semester is coming to an end, and we just finished our last week ( we're not open for the Summer ). We're coming back in the Fall, which means we did enough to make a good first semester impression. In the beginning of the semester, I posed a question: "How do we establish a presence on campus and sustain it?" Based on this semester's experience, I think we can establish a presence on campus and be able to sustain such a presence through constant communication.
Our supervisor told her colleagues ( first in the Humanities department then campus wide including other departments ) about us through word-of-mouth and university-emails. These faculty members recommended us to their students. They saw improvements in student performance, and they understood our mission so they continued recommeding us. At least 45% of the students we've worked with returned for a second session or more ( these students obviously thought we were helpful ).
We didn't just ally ourselves with Faculty, we used the physical building to communicate our mission. To some extent, we transformed the physical space. We didn't get cool furnitures, but we still made the space welcoming through snacks and a minor Feng Shui. It's difficult to tell if the grass-root level tactics we employed were successful or not. We created two posters ( a la montage and recycled materials ), and 4 flyers ( 1 general and 3 for each "event" ).
We went to the classrooms and to students to introduce ourselves. Some students I tutored learned about the Writing Center and its services when they saw our class presentation in their Freshman seminar classes. We also complied with 2 professors' request for class presentation. Collaboration with other groups was more difficult. The groups we tried to collaborate with were too "busy."
Communication through Media and community outreach were other ways. Our Facebook page now has 112 friends, and it's another way to remind students about our presence and to inform them in a quick and convenient way. We created an end-of-the-semester newsletter ( Issue #1 ), and we hosted 3 events/workshops ( Read-In, Resume Workshop, and APA Workshop ). Thanks to the data we gathered from student attendance, list of different courses we served, writing struggles and concerns, assignment descriptions etc., we have more ideas for possible future workshops.
On the last week, our supervisor couldn't believe that the semester was ending really fast. Colleague N agreed and commented that part of this perception had something to do with our on-the-fly approach. Other than our previous experience working at other writing centers ( more established ), everything was a learning process ( at least from an administrative viewpoint concerning promotional activities- getting the message out there ). In addition to constant communication, we learned more about our students and their needs.
For next semester, we're excited to continue to do the good we did and revise the not so good. We also look forward in collaborating with a faculty and add to her research project ( assessing student writing ), and possibly attend and or present at a conference (MAWCA).
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