October Post: Dialogue

      Whenever I think about student engagement, I think about Freire.  Freire, as we have learned, argues that dialogue is the key way that students become active and engaged. Simply put, students can overcome anxiety and communicative fear when their teacher encourages them to engage their classroom. One important way that we can generate student engagement is instructor authenticity. The authentic self is the individual that you are inside and outside the classroom. Granted, the authentic self does have limits and borders. For instance, you probably do not want to go into your class talking about your personal life. Additionally, you probably do not want ask your students questions about their personal life. These limitations are good limitations because they disallow or preclude ourselves from producing instructor misbehaviors.       
     After we embrace out limited yet authentic self, we can then get the students to engage their classroom. When an instructor is authentic, the students feel more comfortable. California State University instructive and educational researcher,  Zac Johnson, surveyed undergraduate students.   Zach's sample size was 300 students, where he asked them the simple question: does authenticity help you learn? The undergraduate response was a resounding yes. One reason is that instructor authenticity motivates and encourages student communication, which facilitates student learning. When instructors are authentic, the students feel like they can converse with their instructor. However, student engagement comes in many forms. Often times, instructors have preconceived notions regarding student engagement. A lot of instructors apply blanket statement interpretations regarding student engagement inside their classrooms. For example, some instructors may argue that students engagement means discussing or conversing.
       However, engagement will, and should, look differently from student to student. For example, one student may engage the classroom by nodding their head after their instructor finishes discussing something. This is important because this particular student may not normally use nonverbal language. Additionally, Student B may actively talk when the instructor asks questions, when they normally would not. Teachers need to establish a fluid and comfortable zone in the classroom for all students. A fluid classroom environment would mandate that their is not an uniformed engagement standard. Moreover, a fluid engagement standard would require respectful, knowledgeable, and stern instructors. If there is a disruption or problem, for instance, an instructor should not call classroom attention to the problem. Rather, instructors should deal with disruptions or problems calmly, respectfully, but fluidly. 

December Post: Wrap Up (SoMuchStuffSoMuchStress)

      This semester has been one that has been both intellectually stimulating, physically exhausting, and moving. There's been a ton of things that we as graduate teaching assistant, for two of us graduate debate assistants, and instructors have to do: grade papers, prepare daily lesson plans, get our students engaged, study for our classes, do immense amounts of work for particular classes (cough-rhetorical theory), and read for all three classes.  Although this is a lot of work, ultimately we can handle it. Additionally, we as graduate students-in my opinion-have learned coping mechanisms that have allowed us to deal with these things. For instance, getting up early, doing some physical activity, and getting read for your day will help you with all these things, and more. I think that in this context (i.e. graduate school) these things are necessary.
      As someone who previously dealt with depression, there is a large risk that it will come back. This, combined with graduate school, can be a problematic permutation. However, when we implement these things-physical activity, healthy eating, vitamins, and other things-we can cope with all this stuff and all this stress. I also think that all of these things are healthy in their own way. For example, when we have a large workload and a limited amount of time to do these things, we learn time management, strategic thinking, critical thinking, and efficiency. I think that all these skills ultimately help us with all this stuff, and all the stress.
     This leads into my last point, which is that this is a cyclical cycle. For example, we got into grad school knowing that this is a lot of stress, and a lot of work. However, to manage that, we will do physical activity, take vitamins, talk with one another, and so on. As the semester progresses, we will learn how to strategically think and critically think about our situations. If we give ourselves to this non-physical semester, I think that we will do well. I think that this is especially true as we go out into our next graduate semester. I've learned a lot, and I think that one reason that I was able to cope with all this stuff, and all the stress, was because I 'gave' myself to the semester.

Wrap it up?(Sounds dirty)

Wrap it up? (Sounds dirty)...
What happens if I don't?...
Things will get messy?

Well, I learned that messy is not necessarily what we want rather, what we as educators need. What if we reject the notion of a perfect classroom? Why are we not sold on making a difference? Why is it hard to distinguish why our work matters? Why can't we be human? Why can't our students be human? Why does pedagogy have to be messy and complicated?

Because making a difference takes the collaborative work of approximately 323 million people. for one, i.e. an educator to make a difference, is asking for the work of millions. Making difference is not as simple as we thought. And boring our students isn't exactly helping. But if we mixed things up? reject the notion of the ideal classroom? We throw students off their bored game and challenge their thoughts of hegemonic ideology.  We ask them to critically think for a second. All of the sudden the critical thinkers combine ideas and thoughts in one space, students challenge each other and the educator, and all of the sudden the space changes due to dialogue. Yeah, people are all different, so expect everyone's ideas and thoughts to collide with one another, not necessarily destroying one another, but rather transcending other avenues of thoughts and knowledge.

Again, there will be a person who completely disagrees, however we should not question our own teaching practices or approaches. Sometimes it takes other teachers, or students to discourage our approaches and philosophy just because they are not sold on the approach or concepts you introduce. Understand that as an educator, that it is okay. It's okay to be vulnerable and in the moment, understand that it is hard to articulate why your work matters but do not let this reason alone stray you away from the reality and feelings on why your work matters. Never forget that bodies that occupy classrooms are human bodies let alone homonarrans(story tellers and story livers). It is also productive to express to your students that you are also human.

Why is it so hard?   Because we are asking humans to accomplish a goal that might be to abstract, but one complicates it and names it process it becomes tangible, concrete. Education is what it is because it is complex and can be manipulated or taught. Do not run from the process because it is too hard to articulate. Meet it, challenge it, critically, and whole with your educational community.

#Thosewhocan

Wrap me up

Listen up, all my friends

This is where my wrap-up begins...

We got Rudi, Brenden, and Kevin too, 

I learned so much, my brain is beef stew

Freire, hooks, Palmer and Fish

I learned how not to be a bish

Now y'all listen up 'cause here I am

What I'm about to tell you, ain't no spam

Authenticity, diversity, are the real deal,

It's extremely important how our student's feel

We got Chelsea, Stephanie, and Mari as well

Please stay away from the "students from hell"

Feminism, critical pedagogy, and critical activism pedagogy too

This information was all so new!

Finally, we're down to Emily, Jayme, and me

Take it from Freire, knowledge is power and power ain't free!

This semester has come to an end,

I'm so thankful for all my teaching friends,

Karen was the best professor ever,

Just #stayinurlain and she'll think you're clever!

But seriously, I learned so much this semester! During one of my classes in my undergrad, I was telling my professor that I had pedagogy. She responded with, "oh I loved pedagogy! That was my favorite class!". In my head, I questioned her enthusiasm. I thought pedagogy was just going to be how to teach. Now I know, it is so much more. It is about how Dewey used experiential learning to relate the student's experiences to the content of the course, how Palmer believes that a good teacher incorporates their soul and personalities into their teachings, and how Fish argues that teachers should just stick to their job and teach the subject and nothing else.

Most importantly, I learned my own teaching philosophy. I learned how important the phrase #dontpanic is. It is important that when a #houstonwehaveaproblem comes up, we just have to trust our guts and  #keeponkeepinon. If we lose sight of what's important, we must #reengage and focus on our student's and help them succeed the best way that we know how. All of us are going to ask ourselves, #whatamIdoing, it's completely normal! Although, it is important to know that when life places the ball in our court, or field if you will, we have to be the #pedagoalie and not let the important lessons (or ball) pass by us. Being a #debbiedowner will get us nowhere. Just #stayinurlain, keep your heads up and kick ass. We are capable, wonderful, and amazing teachers, which is why #thosewhocan teach and we are the teachers! 

Much love,

#pedamorgie #stayinurlain

It's the Final Countdown 🎶

It is truly unbelievable that is the last week of the semester. We made it! I want to leave y’all with my three biggest failures and how our Pedagogy class helped me learn from each one. I hope you will appreciate them as much as I do.

Failure #1: Go above and beyond what is expected because students will appreciate it.

HA, wrong! I’m sure some can relate to me on this one. In the beginning of the semester, I would create elaborate PowerPoints, make copies of CIA activities, and even accept Online Activities past the due date if the majority of the class did not turn them in. While I thought the class would see how much extra work I was putting in for them to succeed, I soon realized they simply did not appreciate it. Not only did they not appreciate it, but they weren’t learning because they expected me to hold their hands through it all. I learned through this failure that while it is important for instructors to become prepared to class, real learning can only happen when the students take responsibility in their learning. Elizabeth F. Barkley stated, “We can help them by reversing our typical roles in the classroom. Instead of standing in front of the classroom working hard to present information as clearly as possible to students who are expected to sit quietly  and absorb it, we can set up conditions where they are doing more of the work.”

Failure #2: Try and act super professional and smart so the class takes you seriously.

On the very first day of class, I walked in incredibly nervous. I was nervous of feeling judged and for a group of 30 people to think I am an idiot. Initially, I was going to put on a whole performance as this incredibly gifted scholar who was serious and strict to avoid this. However, when I walked in, I introduced myself and said something along these lines:

“Although this is my first time teaching and I am still learning, trust me when I say I have been in your shoes before. I have been the A+ student, I have been the student athlete, I have been the student that didn’t care about the class, I have been the student that has not shown up to class for a month because they were too depressed to get out of bed, and I have been the student that was able to figure out how to turn it all around. This is a class you will do well in because I am already your biggest fan.”

While Stan Fish would find the nearest trash can to vomit in if he was in class that day, looking back on that first day of class made me realize how vital it is to maintain your identity within the classroom. Echoing the teachings of Palmer, teachers should always remain authentic and teach from their true selves. By remaining authentic, I am able to teach students at a much deeper level than if I were to act like someone I am not.

Failure #3: You can change the lives of all students if you try your hardest.

It took me until Week 15 to realize that I will not be able to change every student’s life and that’s okay. I was having a conversation with a colleague about how some of our students had stopped attending classes and turning their assignments in which resulted in them potentially failing the class. Initially, I took this as my own responsibility. However, I realize that unfortunately, there will be times where we must be the teacher in which the student learns from through failure. My freshman year of my undergraduate degree, I received a 1.9 GPA. However, this had nothing to do with the quality of the teachers or their lack of doing something. Coming from an extremely small high school where I received everything I wanted without trying, I just had to learn through failing classes that I needed to put in the extra work in college. After then, my GPA improved every semester.

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My big take-away is that teaching this semester has truly given me a new appreciation for every teacher, coach, and mentor I’ve had. Until you are put in the position of authority or responsibility, it is difficult to understand how much effort and care our teachers put into what they do (holla' at John Dewey for the experiential learning). The structure of academia and sports are very similar. Typically, you have one individual who is seen as the authoritative figure while a group of individuals are expected to learn from the one individual in order to achieve a common goal. Both of these structures can frustrating for both parties, there is something so unique and special about the bond made between the these individuals that make every struggle seem completely worth it in the end.

"Leadership, like coaching, is fighting for the hearts and souls of men and getting them to believe in you." -Eddie Robinson

#Pedagoalie

Wrap It Up

Let's Wrap this Up!

Summary

Student participation and student engagement are not synonymous. Students may answer questions in class or complete in class activities, but that does not necessarily mean they are engaged. Dannels referred to engagement as a student's willingness to participate and learn. After teaching for a semester, I also argue engagement refers to a student's willingness to take action in her or his own learning process. For me, engaged students are not only invested in the content, but they demonstrate agency and critical thinking skills. In addition, Dannels argues instructors are responsible for creating an engaging climate. Dannels suggests instructors can use immediacy, humor, and technology to encourage engagement.

Speaking of humor, humor is hard. Attempting to instill humor in the classroom actually makes you a little vulnerable. I am putting myself out there when I try to share my sense of humor and engage my class. Its embarrassing when they stare at my blankly. Sometimes you just need to say to heck will it and be authentic to your own humor style. #freshsparklingappropriatehumor

Students are also responsible for their own engagement. According to hooks and Freire, students must have agency in their own learning process. This is in contrast to what Freire identifies as the banking model. This model situates students as passive receivers of knowledge and the instructor as the all-knowing, unquestionable expert. Unfortunately, this is one of the most common educational models. This proved to be a major obstacle for my student engagement this semester as my students often resisted my attempts to dispel the banking model. I even had some students straight up view my attempts to involve them in their own learning processes as teacher misbehaviors. This was very frustrating to me as I really wanted my students be engaged in the material and engage in critical thinking.

Despite my frustration, I needed to remember to not be critical of my students. Fassett and Warren warn against instructors criticizing each other and their students. Instructors need to approach problematic student views with intention to inform, not shut down. Instructors who tell students they are wrong with no explanation will ultimately silence and disengage the student from the material.

Take Away

Both students and instructors are responsible for engagement. Instructors are responsible for creating conducive and engaging environments. Students are responsible for taking agency in their own learning and thinking critically.

How to Use in the Future

Learn your students names, tell stupid jokes, don't be the bankers from Marry Poppins, don't be a dick when your students are wrong, and finally, know you can only do so much. We can't know what all is going on in our students lives. We need to make our class as engagement friendly as possible and then trust them to be gosh danged adults and take responsibility for their education.

#reengage #bye

All Wrapped Up With A Bow On Top ❤️

Seriously, how is it already December? I feel like I blinked and the semester just happened. Over the past few months, I have learned so much about myself as an instructor and as a student. Pedagogy has been an eye opening course for me and I already feel much more confident walking into a classroom.

via GIPHY

I’ve come to learn that I really love teaching. In this first semester, I have been able to figure out what teaching methods work for me and how to effectively create a positive classroom dynamic. I love being able to get to know my students as individuals because everyone has something different to offer. I am so grateful to have formed such great relationships with some of my kids. I love watching them understand concepts and actually engage with course content. Having such diverse classrooms was extremely rewarding because we all learned so much from each other. I loved watching my students become increasingly comfortable with each other, as well as with me.

At the same time, as much as I enjoyed teaching this semester and getting to know my students, it definitely was not always rainbows and sunshine.

via GIPHY

There were times that I literally wanted to pencil dive off the top of the Union. I had my fair share of negative experiences thanks to a variety of things such as my dear student from hell, my six students who decided they didn’t want to show up to class anymore, and uncomfortable discussions in the classroom. Looking back, I think that these negative instances were more helpful to me than the positive ones because I had to learn on the spot how to deal with things. I would argue that you can read all about how to deal with these types of things but you won’t actually learn until it actually happens in your class.

With all the different readings we had, I definitely had ones that stuck out to me the most and helped form my educational philosophy. Friere’s (1970) pedagogy of the oppressed will always be something I keep in mind, as well as Fish’s (2008) “do your job,” McAuliff & Denker’s (2016) approach to giving power and a voice to students in the classroom, and finally the importance of diversity.

I think that going forward, I can only become a better teacher. I am so grateful for this class and even more grateful to have shared the experience with all of you! I have learned so much from y’all and the stories you have shared (and your hashtags). #DontPanic #ThoseWhoCan #ReEngage

via GIPHY

My final words to you folks will be something that I have lived by this whole semester (and also my whole life). No matter what happens- in class, at work, in life, whatever… all you need to do is just #KEEPONKEEPINON

This was supposed to be the post before my final post...whoops!

This semester was crazy y'all. In a good way. I have literally been busy 24/7, same as y'all, I'm sure. Never in a million years would I have thought that I would be teaching 3 sections of Intro to Comm. I still find it hard to believe sometimes. With that being said, there was so much that I wanted to teach my students and pedagogy helped she the way I could do it. I think that one of the most important things I wanted to include in my classes was the idea of addressing privilege, self-reflexivity, and just being a good person, in general. We all have students who think that racism doesn't exist anymore. Luckily for them, it doesn't. Why? You ask? Because now we can use Hooks' White Supremacist Capitalist Patriarchy instead.

It's long but it works. This term helps remove the "whiteness" out of the social issue that surrounds us on a daily basis. I don't think that I had many students who avoid discussing these issues too much, but the times that I did encounter these moments, I made sure that I affirmed their agency. As much as we don't like listening to someone's ignorance on a specific issue, it is our job to listen as much as it is to guide our students to reach awareness. The privilege walk was a great way to do this. Another time  that I feel was important to teach about "whiteness" and addressing privilege was when I included the wall commercial during the week we discussed stereotypes and the types of appeals. There is always a way to implement teachings about challenging the status quo and I think that if we can identify those moments, teaching about difficult topics can become an easy task.

Never hesitate to call people out on their racism. There are jokes that go too far and those can certainly change the tone of your classroom. As instructors, we need to know when it is okay to step up and make things a teaching moment. Don't scapegoat jokes, you're in the position of power and it is your duty to stand up when you know something is wrong.

If your students chose to not learn from what you are trying to teach them, they can always chose to remove themselves from the situation. You're the teacher, help them realize that their mindset needs to change (if it is an entitled one). You're the instructor, you got this. Go on and impart your knowledge!

Mari Officially, officially Out <3

I Bb-Bb-Believe That's all Folk!

As I mentioned in my previous post, I am sad that the end is coming. While I still have this coming week left with my 1010, I wish there was more time since I had a great time teaching and I'll miss my students. Not to mention, all the papers, assignments, and grades that are due, YIKES! (Howard, 2017).

This semester has being a roller coaster, there were good and bad times, not only in teaching but as a student as well. There were challenges I overcame and others I still need to work on. One thing for sure is that I've learned many things throughout the semester some which include dealing with anxiety, building a classroom dynamic, being authentic, and relate to students. Throughout this semester, I have dealt with anxiety in many occasions one which I got ill. I had to tell myself constantly to relax and I would think positive. Another method that has helped was taking naps as part of my breaks or listen to music since that helps me clear out my mind. Luckily, I avoided bringing my anxiety to class except for that one time where I had a personal problem with mt sibling. I used Dannels advice and straighten out my goals for the class that day as well as disclosing to my students that I might seemed a little off. That really turned out great for me because my students were understanding that in the end they were the ones who were able to cheer me up.

I remembered being nervous on my first couple of weeks of teaching because I wasn't sure how my classroom environment would be like, it wasn't until I told myself to be confidence and be my authentic self. I brought my "accidental silliness," a little bit of sass, and dramatic self to class. That really made difference in class since my students started to opening up. I was also able to provide them feedback as well as allowing them to express themselves freely. Majority of my students told me that they liked how they got to talk to other students because it allowed them to know them more and felt comfortable enough to participate in class. I can definitely say that all my classrooms were able to have deep conversations and think beyond when it came to in class discussion. Moreover, I was able to relate with my students. They enjoyed when I shared past experience or stories that provided them an example of the assignment or activity that they had to do.

Furthermore, I intend on keep apply the skills and knowledge that I did this semester, although I need to improve on being consistent with grading as well as being prepared to answer questions I am unsure of. I connected with my students and I am grateful to have been able to teach this semester. I hope that one day I am able to become a professor or even a high school teacher.

#WhatAmIDoing #HappyTeaching #Goodluck