Last updated:
Jun 6, 2013


Site Map:

Back to Home

Courses and Syllabi

Vita

Classroom Policies

Personal

Links of Interest

Student Projects


Dr. Laura L. Runge
Office: CPR 360 D
Phone: 813-974-9496


Please
Contact Me
with questions,
comments,
etc.

LAE 6389 Practice Teaching Literature


Class 12: June 20 Class 12: Problems and Pitfalls

    Reading:

    Showalter, chaps. 9-10
    McKeachie, chaps. 11-13

    Due: Tech Bibliographies / presentations; teaching philosophy


    Notes and Discussion Questions:

    Showalter, Teaching Dangerous Subjects (Chapter 9)

    Evaluate the information in a report on suicide in college students from The National Mental Health Organization. I have downloaded the report to our Bb documents.

    USF Counseling Center has produced a document to aid you in helping a student in distress. This is also in our course documents.

    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 disciplines in times of crisis? What opportunities might it offer? What limitations or disappointments might it yield?

    McKeachie, chaps. 11-13

    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 fairly high. After reading chapter 12 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 discussion

    Each student should present an overview of topics from her/his Tech Bibliography. Aim to be engaging, and so if you have one or two tools you can demonstrate, please prepare a brief demonstration. Your presentation should be at least 10 minutes but no more than 15 minutes long.

    Let's share our bibliographies with one another on Canvas. I will prepare another forum for posting your bibliographies.

    You may turn in a properly formatted and proofread copy of your bibliography to me after the presentation, or if there are many hyperlinks, you can send me the same properly formatted and proofread copy in an attachment by email.

    ************************

    Active learning and discussion

    Teaching Philosophy

    Today's second exercise is explained on the above link.


Back to Top of Page