Dr. Laura L. Runge
LAE 6389.001 Practice Teaching Literature
Student Presentation: Literature Review- Kristi, Sherry Linkon's "The Reader's Apprentice" Pedagogy 5.2 (2005): 247-273 and Amy Clanton - Poetry Archive website.
Student Presentation: Syllabus Check - Lina and Jamie
Assignment: Statement of Teaching Philosophy -- see below
Post #6 Group B
Student course evaluations
Discussion of problems, pitfalls, difficulties, statement of innovative teaching methodologies (from earlier) and statement of teaching philosophy.
Notes and Discussion Questions:Because we didn't have much time at all to discuss the readings from Tuesday, please reconsider these chapters for your posts today: Showalter, chaps. 9-10 and McKeachie, chaps. 12-14.
Alternatively, we have other points to catch up on and to bring to closure. For example, we didn't get to discuss our statements of teaching methodology, which we can do in class. Also, we will want to focus some on a statement of teaching philosophy. As I told Ann, I distinguish between these two pedagogical documents in the following way: the statement of methodology is "what you do in the classroom" and the philosophy is "why you do it." Or, to borrow Kristi's phrase from earlier, the first is your deep bag of tricks, whereas the statement of teaching philosophy should be a concise abstract of your personal rationale for teaching.
Evaluate the guidelines from The National Mental Health Organization for warning signs, advice to friends, and information for help on issues related to suicide or suicidal students. How do these compare with USF policies and practices?
What sorts of experiences with "dangerous subjects" have you had and how have they played out in the classroom? Do Showalter's suggestions seem helpful? Can we do better in providing suggestions for handling dangerous subjects in the classroom?
Teaching Literature in Dark Times (Chapter 10)
Showalter identifies two types of crisis you will meet as a professor, the personal or private crisis of your own and the public or shared crisis. Evaluate some of the professors' responses to crisis in this section. What is your reaction to these stories?
How might teaching literature be different from other disiplines in times of crisis? What opportunities might it offer? What limitations or disappointments might it yield?
McKeachie, chaps. 12-14
Review the research on motivational theories in chapter 12. How might some of these apply to the literature classroom? For example, what choices for students might you integrate into your course? How would you foster intrinsic vs. extrinsic motivation? Value for knowledge and expectations for success? Mastery rather than performance? How might you help students to make attributions based on effort? How could you incorporate (or would you incorporate) social goals in your class?
Review the 9 recommendations for increasing student motivation. Which ones would work well for literature? Which ones would not? Why?
At USF student diversity is farily high. After reading chapter 13 on Teaching culturally diverse students, what cultural conflicts or confusions might you expect to encounter as a teacher? How might your own cultural identity affect the dynamic of the classroom? What might help?
What, if anything, did you learn about culturally diverse populations in this chapter and how might it be useful to you?
Are there any ethnic or "diverse" populations left out of this particular discussion? What can you add?
What is the very first thing every teacher should consider when encountering a problem in the classroom?
How would you describe McKeachie's philosophy or theory in handling classroom management problems? What is the common ground in his solutions/recommendations? Evaluate.
Active learning and discussionTeaching Philosophy
Today's exercise is explained on the above link. Note that this asks you all to post your statement of philosophy. If that's okay, we will do this in addition to those who have a weekly post.