Tag Archives: Faculty

A Gift from Thomas

After teaching at the college level for over two decades, I have heard so many stories. And each new story doesn’t diminish the one before it.  All week I’ve been wondering which story to tell, which one to choose.

Then, Thomas came by my office just yesterday (Thursday of this week) and gifted me with this one.

For seven years, Thomas was a U.S. Marine. In an introductory email to me earlier this semester, he told me that the transition back to civilian life has been much more difficult than he ever expected and that this has been a primary source of struggle for him in his daily life.

Thomas is one of my ENG 091 students this semester. He sits in front and asks questions. Sometimes, he even teases me and gives me a hard time. Early in the semester, this made me wary. Then I realized he wouldn’t feel free to act that way if he didn’t feel comfortable in my classroom, and so I started to banter back–just a little.

Yesterday, after class, he asked if he could come by to see me. My regular office hours didn’t fit his schedule, and he wanted to make an appointment. I don’t know how many other faculty have noticed, over the years, that students don’t drop by in person like they used to. They are *much* more likely to email me a question than come by my office, even if they’re just in the next building over. So when Thomas said he wanted to come by, I made time for him.

He arrived at my office a full five minutes early. He folded his six-foot-long plus body into the office chair that I reserve for visitors. Shyly, he took out a paper out of his military-issued backpack. “This is my paper for the assignment you gave us last week. I’ve never written anything like it before. I want to know if it’s any good. Am I even on the right track?”

I had assigned Thomas’s class a 2-3 paragraph descriptive paper wherein they were asked to capture a specific place on campus using words. Thomas had explored the Life Science building with curiosity. He’d tried using all of the techniques that we’d talk about that week in class: figurative language, sensory details, objective and subjective details. It was all there in an interesting draft that was full of his voice. His sense of purpose was clear: look around at your surroundings every day. It’s too easy, his paper concluded, to take for granted where we work or go to school daily. Beauty, his writing reminded me, is everywhere. Even in a campus building that I walk by at least twice a day.

I told him that his paper was rich and meaningful and, most of all, well written, and he seemed stunned. He admitted that all three of his classes were going well this semester, and that being at GCC was finally helping him ease back into civilian life.

He told me that while a Marine, he had served tours in Afghanistan, Iraq, and near Bogota, Colombia. In Colombia, he was charged with helping a town construct a potable water system. He was helping people have better lives in the most basic way. With war in the Middle East going on for years now, it’s easy to forget that our military provides so much humanitarian aid around the entire world, and this was one of Thomas’s jobs.

Suddenly, several emotions converged at once. I realized that this young man who had spent time in some of the most dangerous parts of our world, who had held weapons in his hands on a daily basis, had been intimidated by a 2-3 paragraph writing assignment. And, in a time when students don’t often elect to communicate face-to-face, he had summoned the courage to come talk to me in my office. He left my office with a big smile on his face. He’d done well on his draft. He made an important connection with a teacher, and, without even knowing it, he had brought me a tiny part of the world just by coming to my office. So then the biggest emotion of all washed across me, and it stayed with me all day: it is for these moments and interactions–it is both to collect and participate in these very stories–that I teach.

 

Everything I Know I Learned from Reading Blogs

Okay, that’s a bit of a stretch, but if I’d said, “Most everything I know about teaching with technology and technology in general I’ve learned from reading blogs,” that would have been too long a title for this post. Either way, the point is blogging is huge, and I’m so excited to have 32 people from GCC blogging on Write6x6.com. Except we’re not calling it blogging because that complicates things. People know how to write, but many don’t know how to blog. And that fact alone prohibits many from sharing their expertise with the world. So we’re writing, not blogging.

We learn so much from each other, yet we rarely talk to each other. This is often the case on a busy campus or workplace. I’ve worked at GCC for 6 years now, and I have to admit, I don’t know half the people whose writing I am now reading each week. But I’ll know them better after these 6 weeks are over. I’m already starting to feel a connection with many and learning lots of cool things. But that’s normal for me – Reading blogs, engaging with an online community, Tweeting.

I’ve had this blog, freshmancomp.com for about 9 years, but I started blogging back in August of 2006. I had a Blogger blog back then that still sits untouched with my early writings. The interesting thing about that first blog is my first blog post ever was a post I wrote about my first day at GCC on August 13, 2006. I didn’t even work here permanently then. I was doing a semester long transfer with Nancy Siefer that fall. She was me at SMCC, where I was a full-time faculty member for, at that time, 6 years, and I was her here at GCC. I still think that was a brilliant move on our part to finagle that trade because look where I am now – at GCC for the past 6 years. Anyway, enough about me. Let’s get back to me and blogging. :)

Throughout the years blogging has not only been a way for me to share what I’ve learned about teaching with technology, but it’s been my primary way to learn about what others are doing in that same realm. I read over 159 blogs! Yes, 159. Seems impossible, but I’m only reading the good stuff. Using a feedreader like Feedly.com allows me to subscribe to many different blogs, collate them into a single space, and organize them by topic, making it easier to skim through and read what I want. Click the image to see a bigger picture of what that looks like.

feedly

I can honestly say I’ve learned more about teaching and learning, technology and instructional design from my online reading than I did in my doctoral program in instructional technology and distance education. That’s not a crack on my education. It’s a reality that once you graduate, your education stops. Let that sink in. But the world and your field doesn’t stop. In order to keep up, we all have to keep educating ourselves. I could never do this job, Faculty Director of the Center for Teaching, Learning & Engagement based on my degree I earned back in 2006. See the correlation now? Once my degree was complete, I started blogging AND reading to keep the education going. And now I’ve been able to move to a new position and have the knowledge and skills I need to do it well (well, I least I think I do it well).

I’m hoping that our Write6x6.com professional development activity at GCC will inspire others to keep the education going and not only keep blogging, but also keep reading and educating themselves to be better educators, administrators, managers, support staff or better at whatever it is they may do at GCC.

For you educators, check out a few of my favorite blogs:

 

 

The Prepared Environment – It’s Not Just for Kids

While my kids were little, I volunteered in their Montessori school, and later on became a teacher there as well. One of Montessori’s first rules of engaging children in education is making sure the classroom is inviting and the materials the students need are readily available. This prepared environment encourages students to explore areas that interest them and learn the love of learning from an early age. Many Montessori teachers spend a large portion of their time arranging the environment to create that love and interest in learning.

Of course, here at GCC, we are not working at the elementary level or with children. The adult learner certainly has different needs than a child. But at what age does the physical environment stop being important in encouraging the love and interest in learning? I would like to argue that even as adults working with adult learners, we still are greatly affected by the space around us.

As a Geographer, I am always concerned with the spatial layout of things. We design cities with space in mind; we design airports for the best flow of traffic and comfort of passengers; we design the layout of retail stores to attract shoppers to make more purchases; we hire interior designers to make our homes inviting and useful, and we even design websites to be useful and to draw readers in. The best designed spaces are the ones that have the engagement of their users.

How we can make our classrooms more conducive to the educational process in the fifteen minutes between classes depends on what kind of tone you want set in your environment:

  • Do students need to see the board or screen? Is there anything obstructing that view? What about the side walls, is there anything they need to see there? Often desks or tables that are pushed all the way to the side walls of the room are obstructed by items on the instructor desk (like the computer monitor).
  • Do you stand behind a podium or in one place, or do you move around the room during class? Is there anything obstructing your movement in the classroom? Are you tied to the instructor PC to advance slides? Desks or tables arranged in rows tend to work best for standing in one place, and arranging them in groups provides more space for walking around.
  • Do you like students to be quiet and listening to your lectures, or do you have them interacting with each other during class? Again, the row arrangement makes for a quiet/listening class, while group arrangement allows for small group discussions and interaction.
  • Do you use handouts or other materials frequently? Is there anything that gets in the way of distributing things to students? Could there be a centrally located holding area for these materials? Is there an empty front table (because of course many students don’t sit right in front) that can be used for these materials?
  • How do you manage on test day? Are you concerned about cheating? Can table groupings work in this situation? Is there a way to separate them out enough for that day?
  • Are there permanent materials on the walls (charts, maps, etc.)? What kind of shape are they in? Are they located where students can see them?

I know, we generally only have fifteen minutes to get into a classroom, set up for the day, conference with students, etc. How possibly can we be responsible for preparing an environment, too? I usually employ the help of my students. This benefits the entire classroom environment by engaging the students in creating their space.  It also supports the idea of teamwork – we all are contributing to our class. Also, students are moving around a little before class starts – hopefully that gets the cobwebs out of their heads to get started on the right foot.

The other concern with this is that we should really be returning the classroom to its original condition when we leave. I always try to meet the person in the room after me to see what he/she wants before I rearrange and then have to move things back. Often, the person after me is open to the changes I’ve made because the flow of energy in the room works better for their classes too.

We plan and arrange space in cities, airports, retail environments, and even websites.  A classroom environment is no different – arranging the space to meet your teaching style and the students needs can make a big difference in student engagement and retention.

 

The Horse to Water Story

I have been teaching math for 28 years. Even as I have recently been asked to perform the duties of a Dean I still have taught a math class in the Fall semesters. I have seen many successful and, unfortunately, unsuccessful student stores. I have seen my teaching techniques evolve over the years from my attendance in many teaching conferences and workshops. I’m confident that I’m better at my profession than I once was. But, you knew the “but” was coming didn’t you 🙂 , as you look at success rates of students over the many decades the change is not earth shattering. I believe it is because of the old quote  “You can lead a horse to water but you can’t make him drink”. I always preach to my students throughout the class that I know they all can succeed in this class if they put the proper time into it. I remember one particular student. She was your normal, fresh out of high school, student. She came to class most everyday but didn’t speak up much unless called upon. Her test scores were not very good through the first half of the class. One day when I was passing back one of the tests she asked me about what she could do to improve her grade. My first thought was, where were you the past 7 weeks when I’ve talked a lot about good practices. But, I simply asked her “Tell me what you have been doing with this class?” She told me, it wasn’t much as I suspected, thus I said “I think that if you would go to The Math Solution when possible to do your homework where you can get instant assistance, and come to my office for answers to your questions when needed, and not be afraid to ask about items you are uncertain about in class, and spend at least 1 hour each day doing your math homework, you will see a definite improvement in your grade. The next test was 72% and so I wrote a nice note on the top of it encouraging her. The next was even better, so as I was passing back the test I said “You are doing very well keep it up.” She smiled and said “You were right, I just needed to put in the time necessary to do well. I wish I had listened to you from the beginning of class.” I smiled back and said “Better late than never.” She was able to raise her grade up to a B by the end of the semester. It is a joy, as a teacher, to have those moments where you get to see a student’s light bulb come on! Just like with people who are struggling with addiction though, unless a person makes the choice to do right, all the leading in the world isn’t going to make a difference. I do everything within my power to create fertile soil in the classroom but unless a student applies him/her self, knowledge just isn’t going to grow.

I have been fortunate to have had many good student stories. I hope your life has been filled with them too!

 

The Beach

The Beach

Reading the winter issue of my alma mater (California State University, Long Beach), brought my focus back to where it needs to be! After a rough fall semester, I found myself questioning my work and what I do at GCC. My entire career has been in teaching developmental reading and it has always been “the place I want to be.”

In “The Beach” the college president was quoted as saying: We have to get over this notion in higher education of blaming the student, the student’s high school, family or low-income status. These are students who already have beaten the odds by showing up at our door. We can define paths for their success.

 I realized that is why I am here – to define my students’ paths for success. The program they are in, where they came from, where they have been are important, yes! However, in spite of it, I am here to teach them how to read and “I am here to transform them!” That’s what I want to be doing and that’s where my heart really is.

Yesterday, a colleague asked how my semester is going and we concurred that we really like our new students and are looking forward to this semester. It occurred to me that maybe it’s not just the new students but my renewed focus for my work! Yes, it’s going to be a great semester! (Thanks to The Beach!)

 

Making the Most of the First Five Minutes

I have the pleasure each semester to observe faculty from across all disciplines teach.  I look forward to these observations because it allows me to learn and grow as a teacher myself, seeing what is working well in our classrooms .  Some of the most successful teachers I have observed utlize the first five minutes of class to set the tone for they day and to excite their students about learning.  They accomplish this by:

1. Greeting students by name as students enter class.  A friendly, individualized good morning or good afternoon goes a long way to establish a positive rapport.

2. Thanking students for coming to class.  Many students have made a great sacrifice to be at GCC, so the recognition of them making the effort to be here can also help establish the positive learning environment.

3. Beginning class with a writing prompt to activate prior knowledge and set the stage for the learning ahead.  While taking attendance, one instructor has students reflect on a question or prompt that either reviews material from a previous class or the reading that was assigned.  Another instructor asks students to complete a practice problem while settling in.  In both instances, learning takes place as soon as students arrive.

4. Reviewing the objectives for the day.  Some instructors write the day’s learning objectives on the board; others verbalize to students what will be accomplished.  Either way, instrutors set the stage for students by indicating the goals for the lesson and what students will hopefully learn.

The first five minutes of class are valuable minutes to establish the positive classroom environment and to set the stage for the learning for the day.

 

BTW I like chocolate chip cookies…

Academic feedback and chocolate chip cookies…hmm…quite a story here!

I allow my RDG 091 students to form novel study groups based off their own personal interests. This has been a huge success, as many of my students coming in to my classes HATE to read.  The fact that they are provided some choice in what they read, discuss, analyze, and evaluate goes a long way for the overall buy in.

What surprises my students is I let them know that I am also reading their chosen  books…yes all 15 novels for both of my RDG 091 classes. They are asked to create a schedule over a six week time frame. I then model a lesson on what active reading is, and allow them to practice in class with a selected article. For many students they don’t understand active reading because they read something  and can’t remember what they read five minutes later.

For their first seminar meeting they bring their Active Reading Journals to class. I enjoy flowing in and out of the groups, listening to them discuss the seminar prompts. I love when they “test” me to see if I have really read the same assigned section! By the second seminar meeting it is a given:)

The students then always ask, “Are you really going to read all of our responses?” Actions speak louder than words. When they receive their graded journals back with written feedback they have their answer. It is a true pleasure to have a student come back and respond to a question I wrote on their paper, or to make a connection to one of my responses. This type of academic feedback leads to an important aspect of teaching….the connection you have with your students!

You always get one though….which leads me to, “BTW..I like chocolate chip cookies.” This was randomly written in the middle of one of my student’s responses. He laughed when he read my response. He told me “Ms. you are the first teacher to catch this. I do this every semester to see if the teachers are reading what I write.”

This student came back to me the following semester, and I take that as a compliment, and affirmation that as an educator making that connection is what matters the most!

 

 

In Cat Puke and Making a Difference

How do I make a difference?

That’s a difficult question on a difficult day.
My day began this morning, early, when I stuck my elbow in cat throw up. Before I realized what I had done, I managed to rub the tender pink puke all over my black pants.

I changed pants and reported to my 8:30 a.m. ENG 091 class where I had to face my students with professionalism and aplomb. I had to keep in mind the new best practices I was learning for active engagement through the recent MCLI LearnShop in Scottsdale when all I wanted to do was go back to bed. Besides the cat puke, I have custody issues for my youngest son weighing on my mind. I am Out of Sorts. I do not want to be In Charge today.

I don’t know how I make a difference. I’ve been teaching at the college level for over twenty years now, and I still can’t answer that question. But here’s what I do know: that I *do* make a difference. It’s just really difficult to articulate how because my job is to arm my students with the necessary writing skills they need as they go out into the world. Once they’re out there, I only know what’s going on when they check back in, and that only happens every so often.

Still, I say this: teaching is an act of faith. To me, it’s as much an act of faith as taking Communion on Sunday or observing Lent. It’s as much an act of faith as raising one’s child to be the best person he can be and hoping it’ll work out when he or she is twenty-two and living in another city.

How I make a difference, I think, is by believing this, by believing that I make a difference, however it is that I do it. *What* I do doesn’t make nearly the difference that my mindset and belief allows me to make. That’s where the power is, and it’s where and how I make my decisions–through my utter belief in that which I cannot articulate. Professional development? Yes, please. A conference that takes me away from my family? Yes, please. An MCLI workshop that forces me to drive an hour in rush-hour traffic in a direction I never go in? Yes, please. I accept these opportunities for professional growth because even though I don’t know specifically how I make a difference, I know, deep down, that I do. And that’s what keeps me moving forward semester after semester, year after year, even on the rare days that begin with inadvertent submersion of my elbow into a pile of waiting cat puke.

 

Exercise is Medicine

Exercise is Medicine.  

There is no magic pill, except the kind that you see depicted in the image below.

whatsyourmed_forweb-01

Exercise is Medicine is a global initiative that was created by the American Medical Association and the American College of Sports Medicine. In a nutshell, they want doctors to recognize physical activity as a vital sign.  So next time you visit the doctor, don’t be surprised if you are quizzed on the amount of physical activity you are doing.

The value of this overarching message is everywhere around us. At the community college, it can be seen at every level of learning and it impacts every single one of us.  A healthy employee and a healthy student is the best recipe for college success.

Teaching: As faculty, are we taking the time to look after ourselves so we can serve our students at our optimal ability? SPICES stands for social, physical, intellectual, career, emotional, and spiritual wellness.  This is an ongoing journey, not a destination.

Learning: Students who engage in regular physical activity will benefit from improved selective visual attention (SVA), which experts agree is the key to learning.

Student Success: Regular participation in physical activity is a determinant of student success.  There are literally thousands of studies on this topic.

Trend Toward Inactivity in the Workplace: When we add online teaching and learning to our list of responsibilities, the amount of sitting time increases exponentially. In 1950, 30% of Americans worked in high-activity occupations. By 2000, only 22% worked in high-activity occupations. Conversely, the percentage of people working in low-activity occupations rose from about 23 to 41%.
Source: http://www.hsph.harvard.edu/obesity-prevention-source/obesity-causes/physical-activity-and-obesity/

Check out this infographic on Sitting is Killing You to see why inactivity is a concern for your overall health.

Do you believe exercise is important?  Please take the following survey.  The results will be shared in next week’s blog post.  Survey: My Benefits of Physical Activity.

See you next week!

 

 

 

Walk 1-1

What an exciting project!  I’m happy to be part of this.

This is my teaching philosophy:

“If students can’t learn the way we teach, then we must teach the way they learn.” 
adapted from Ignacio Estrada
Lori Walk
Education and Reading Faculty
5-3751
HT2-113