In Chapter 2 of Advice..., Boice cites Murray's list of deficits that "master teachers" try to avoid, the first being the idea that there is little common ground students and teachers will truly want to explore together in the classroom. I was particularly struck by this "deficit" because it seems to be in conversation with my 8010 exploratory question - Is it possible to transform the FYC class into one that will benefit every student, regardless of disciplinary interest? Thus far in my limited teaching experience, I have yet to come across an assignment that appeals to every student. Maybe I'm naive and am expecting too much enthusiasm from a group who have to meet the FYC requirement. Then again, I wouldn't be asking my exploratory question if I believed that such crowd pleasing was impossible.
Yet, I don't believe student interest in a composition course and the desire to explore ideas together are equivalent ideas necessarily. I'm sure we've all experienced those bursts of discussion among our students (for me, these often seem accidental, though I hope to become more proficient at planting seeds in the future). I feel great - that's right, great - when these a-bombs of intellect go off in a class I'm teaching. However, I can't take all the credit when this happens. Sometimes students trigger these discussions themselves, and I just let them discuss. In any case, if most of this sounds vague, it is because it's often difficult to locate and keep track of things that get students involved in the discussion. Something that lights the proverbial fire under the asses of one section sometimes falls flat in another section ("Did they all party last night? Are they hungry because it's lunchtime? Do they hate me? Am I boring and transparent?") Ultimately, and prior to seriously researching the question, I think "student interest" in composition is a matter of what discipline they lean towards, whereas "exploring ideas" in class remains a bit fuzzy, but just might depend on disciplinary preference as well.
I understand that teaching experience will smooth these things out (I hope), so until then I'll just wonder if one section inhaled pure oxygen before class, and if the other section just thinks I look funny.
I can definitely relate to the awesomeness of creative anarchy when it spontaneously erupts in the classroom. I don't know that such things can be planned, really. But I do think that the enviornment must be created. I think Boice is on the right track when he talks about minimal preparation and having a loose idea of what is to take place. This allows the instructor to flow with the class to allow these moments to happen. This relates as well to what Sarah posted above, about avoiding over preparation. If you have 2 hours of lecture material that you are speed reading into a 50 minute class, then you will only create a barren landscape in which such things can never flower.
ReplyDelete