So I recently made a posting at Inside Higer Ed. This happened a few days after I wrote the post below titled “Don’t Ask, Don’t Tell.” I seem to be back to this topic. We (my students and I) have just finished our first week of spring-quarter classes. That first week always (re)introduces me to eager learners and to students who hope to be able to sit quietly in classrooms and get through. It is that latter bunch that I am thinking about here.
The question I have is about access to education. I value access; anyone who can read and also put together a few sentences in English is welcome in my classes. That said, I am worried about making access meaningful. It’s not clearly to me that coming to one of my classes and sitting there silently grants access to much of anything. I suppose that I could do stand-up comedy or show lots of films to draw folks in (I am experimenting with podcasting and blogging), but I wonder what those sort of entertainment-based media give access to.
I guess that I am writing here with a sort of question in mind. What is the purpose of coming into a college class and just sitting? What do I need to do to make that more rare? Clearly, I need to move away from large-group discussion (there are lots of reasons why that format limits involvement). I need to design small group interactions so that no one is able to hide but that all feel safe in contributing. I can get better at these things.
But, should I cut out the folk who resist participation even when (or maybe especially when) participation called for? How do I hear from those who resist so that their concerns can be considered and so that I can adapt the classroom?
And here’s the question that bothers me most: should my students have to participate? It’s a required class, after all. How am I to respond to a student who says, “Thanks, but no thanks; I prefer to sit and write down what you say?”
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11 comments:
I'm one of those students that tends to sit quietly in class (not actually taking notes tho <3) And i must say, In all the classes that i've taken, yours are the most provocative. In you classes i find myself more compelled to put myself out there, because you remind me so much of one of my high school teachers. he would spark a "socratic discussion", allowing us as a class to bounce it around and develop our own understanding of a subject. Even when a question was directed his way, instead of posed to the class, he was pong it back at us...
"Wait, didn't the persians have some sort of autocracy?"
"Did they? what do you think?"
so we would keep talking. You tend to do that kind of thing, if we propose a point, sugest something that even we are unsure of, you're a remarkably encouraging individual. in you class, free thought runs free because people eventually come to understand they can express themselves without fearing a rebuttal from you, or if you do rebutt, you suggest how they might strengthen their position.
Best illustrated the first day of class.
"What are some examples of place? anyone? what are some places?"
"Ummm...like a sidewalk?"
"SIDEWALK!! GOOD! *Writes in large print on the board*"
You proceeded to support that idea, explaining how a sidewalk was more than just a sidewalk, and proposing a comparative study of sidewalks in different urban and rural settings
awesome
Greg K.
Eng 102
1:15
I think that at least once a quarter a student needs to be pushed outside their comfort zone. If this means participating, so be it. Sooner or later students are going to have to realize that participation equals success.
I'm not an avid participator, per se, but I know that it's essential and that it's impossible to function in the real world without some form of participation. It took me awhile to learn to get over my fear of "stupid questions" and realize that the teacher likes it when his or her students participate. Sure, you have the overly confident student that sometimes just won't be quiet, but we don't all need to be him (or her). I try to give some form of definite participation at least once a class. If that's not okay, I hope someone would tell me. It's worked so far...
As you know, I am not one of the latter students who wish to sit quietly in class...in fact, I try to actively participate most of the time not only because I want all the participation points, but also because its in my nature and makes time fly in class. People who absolutely will not engage with the class probably shouldn't pass, as doing so wouldn't prepare them for success in the fields of life which they're using college to try and get to. Exceptions of course would be in cases where students have some sort of diagnosed social phobia disorder.
I understand you dilemma in this sort of situation. It is hard to force someone to interact with other people. Some students are just shy or don’t know what to say when they get an idea into mind. I would suggest getting into groups regularly so that the student may get used to being in small groups. College is a learning experience and this student needs to learn how to express his thoughts in smaller groups and with friends before he can move onto presenting in front of the class. In order to get over this problem the student must realize that they are among friends and have the ability to speak freely.
I think this system that runs the classroom is very helpfull I always create lasting relationships in your class and when I work with different students in the class it helps to ease my nerves. I improve my self confidence and I will actually speak up in class.
I know what you are getting at. I know that many of my teachers are A. boring or B. think they are funny and really are not. I just want to say thank you for trying to do something different and getting involved with your students.
I think this concept of students sitting in class waiting for their heads to be filled is caused by what Paublo Freire calls banking education. I read an excerpt from one of his books for my english 101 class. He says that students are taught to become vessels that the teacher fills with information, and he calls this method of teaching banking education. He contrasts this with problem posing education where the students are taught to value their thoughts and think for themselves. I think he is correct and those quiet students you mention are often caused by too many teachers using banking styles of education. After some time of being taught in this method students forget how to think for themselves and learn only how to spit back with the teacher says.
About your class. As I said, I want to participate. I feel dumb and stupid if I sit through a class without ever raising my hand or saying something. But this class has so many smart people… And I notices about myself that if I don’t speak first time, and don’t speak second time, it’s difficult for me to speak the third time. I’m not so confident anymore. I would have had more confidence if I would have been more prepared for the class, but unfortunately, I was just simply trying to figure the whole process, and how this class works, the first week… so, I promise I’ll try to be better later.
p.s. I agree with you 100%.
It takes a lot of effort to push yourself when you're a generally quiet student, but in the real world the only way to move forward is by being outspoken and confidently giving your opinion. I think participation should be encouraged.
Cool thread. Love to see you all push back. I like the comment about teachers who think they are funny and who talk about their personal life a lot (maybe I inferred that last bit). I think I've decided that I have neither the time nor the talent for standup, so I'm aiming at other things.
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