About me
John Carr-Shanahan
Activity
Discussion Comment
I have found that by reviewing the material thoroughly I often am more relaxed in class and can allow the lecture/discussion to develop in a free form rather than having the class move along a 'railroad' kind of metaphor. By being exceptionally well-prepared the class and I can stop and examine different areas of interest without the sense that the class is an active/passive structure - me the actor and they the passive audience.
Discussion Comment
I believe it is important to let students know that you take cheating seriously. Diligent students resent cheaters - they are not part of the academic community that a class normally forms. I think that while it would be impossible to absolutely be certain I have eliminated cheating, my clear and reasonable efforts assure good students that their effort is respected and I am doing my best to protect the value of their grade.
Discussion Comment
I have found that I need to keep in mind that the student and I are in a partnership - they are attending college to better themselves and I am engaged in helping them sharpen their skills and discover hidden talents. This attitude helps me distance myself from a potential personality clash and enables me to see the difficulty from a technical perspective - a puzzle to be solved - rather than as an instructor-student conflict.
Discussion Comment
I like the idea of presenting real world applications for the knowledge to be mastered in the course. Particularly regarding techniques that the student will polish during the term - their ability to master large chunks of information; their ability to synthesize differing points of view on a controversial topic; and, in my teaching, learning how to manage teamwork for a grade that will reflect those skills.
Discussion Comment
I use both methods of evaluation in addition to requiring group work in the course because it gives students the most opportunities for success. My goal is to find ways to help students succeed and build their confidence that they can master the subject material.
Discussion Comment
I try to engineer my learning assessments so that they reinforce student's perceptions of success. I want them to succeed and I let them know this in an emphatic way. I view the process as that of putting milestones in front of the student so they can see how they are progressing, rather than as hurdles that have to be overcome. This is my way of making it a positive process.
Discussion Comment
I have found that it is important to ask questions and wait for an answer, and then build on it. Using the student's response, I will ask the class in general, is this right? Sometimes I will make outrageous statements and ask the students, 'Is this right?' This engages them and with some humor tends to guide the discussion into why my provocative statement was wrong and what is the right answer. By my willingness to go out on a limb it encourages even the shyness or most uncertain students to participate in the discussion by relaxing the 'serious' mode… >>>
Discussion Comment
I've been fortunate in using my own experiences as a student to be open to student's different ways of opening their mental channels to information. I have often drawn or doodled while listening intently to an instructor. There was a time when I thought this was 'wrong', that I was being frivolous, but I have come to realize that it worked well for me and so now, when I see students drawing in class as I lecture I don't comment on it or ask them to 'pay attention'. I accept that this is just a way for a student to… >>>
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