This chapter is a mini worst case scenarios for instructors and teachers. The author rationalizes that "if you ponder these scenes, you'll be in a better position to avoid them or to deal with them if they do happen" (134).
1. Angry students (not your fault, you're the scapegoat)
2. No one does the reading
(rational- students don't want to learn- action- ask troublemakers to leave, have a quiz, short essay on details of the reading to start discussion, extra credit for those who actually did it)
3. Students challenge your authority
(actions- get the class involved (ask their opinions), give yourself time to think, use humor, be firm, confront the student one-to-one, stare silently, ask a veteran, get supervisor involved, don't ignor it, read about it, keep in mind that "rebellion is healthy"
4. Diversity scares you (be sensitive to the issues...)
5. Too much or too little time
(spend free time writing, brainstorming [makes me remember Publication Workshop and Writing of Fiction classes], connect, always work toward the assignment, plan, have extra materials)
6. The class is dead
(I remember sitting through some of these classes, usually on Friday, before a big holiday, or when i finished a big research paper prior and felt very exhausted- advice, be patient, silence will push somebody to talk, small group projects is good, start going around in circles, just call on individuals, journals)
7. Their papers are horrible
(remember Tom Carnicelli's twelfthweek rule- on the twelfth week, progress in writin gis usually visible, examine the prompt, see if it's clear, change focus, look at the papers again and reevaluate see which ones are sloppy versus inability/illiteracy, ask a veteran/supervisor)
8. A student accuses you
(keep tab, take notes and date them, get help from veteran/supervisor, watch out!)
9. Plagiarism
(Understand your school's policy about it, enforce it, talk about with students, spend time discussing, prevent it by monitoring students' papers, have preliminary work to show steps, develop personal relationship with students, always get a second opinion when find a cheater, ask around, google it, find the sources, "turnitiin.com" et al, follow punishment policy)
10. You're the student's only friend
("The issu is boundaries. You need to decide where yours are and make them clear to students" [152].)
11. A student disappears
(Send email, ask around, and don't forget about those who are still present)
etc.
I finished reading the graphic novel Pride of Baghdad, and I watched the Bourne Ultimatum movie (it was really cool, action-pack thriller... my friend and I were late to the theaters so we had to seat on the third row... too close to the screen... the fast movements were hard to discern, it was a rollercoaster ride!)
Posted by Michael Diezmos at August 6, 2007 5:58 PM