Learning About Learning
Mama said there’d be days like this…
In an effort to ensure that my studies are completed in a timely fashion, I have placed myself on a very strict schedule. As a non-traditional (yes, over 25 and married) student who has returned to school to secure a teaching certificate (the first time, I attended I majored in theatre and chose not to finish because I was going to practice alternative medicine), it came to my attention that in order to complete my courses in just three years (despite the many transferable – amongst the non-transferable – credits that I brought with me) I would have to be very disciplined (read: take more than the required 12 credits per semester – generally 15 to 18 credits – and take classes during summer sessions – usually both sessions and often 1 to 3 courses during each 6 week period). With all these parenthetical explanations, it’s a wonder I have any idea what I’m doing at all.
As I come across classes that bore the hell out of me (I admit, that makes me feel guilty because I love learning, despite my apparent attempts to ensure that I burn-out), I ask myself what I would do to make them more interesting. Sometimes I have answers and sometimes I do not. Of course, the lack of answers is why I’m still learning about teaching and I hope that once I get through my methods courses I will have more of said answers.
It has also been drawn to my attention is the reason that some of these classes are so “boring” is because I’m not really that interested in them. This realization brings me closer to my future students who are also forced to take classes that are of little interest to them. Which brings me to the point: shouldn’t there always be choices? Why should a specific course be required? Why not a component instead? This would allow for students to still gain certain types of information with a slightly different focus or possibly even a slightly different type of delivery system. For example, say I’m a history buff, but I don’t really have much use for plays. Rather than take a class which focuses on Shakespeare’s plays, why not study what was happening in Britain and the rest of Europe and include the study of the English language during that period and how it has changed since then? Another possibility would be to review some of the other writings and playwrights from that period and discuss the role Shakespeare played in influencing the English language and its expansion. There are really many options for customizing coursework that still includes information that students need, why not take some time to figure out what we can do to bridge the gap between individual interests and what is required?
In a completely different direction: something that I find really interesting is test creation. Believe it or not, I do step back to see what I enjoy. Working at Disability Services on campus, has given me the opportunity to proctor tests and exams as well as read tests to students who are taking them. This really has been very helpful as I get to see first hand how different professors put together their tests and how the results either do or do not make sense to the students who take them. Oftentimes, I find myself wondering why questions are worded in certain ways or if anyone proofreads these tests prior to their distribution. Although they do not occur as frequently as I would like, I feel like I learn a lot when I step into the room with these students and see the world from their points of view.
I have to admit that although I am not always enjoying what I do on a daily basis for class, I am certainly learning a lot from these experiences. A message to my future students: I will do my best to make the material as engaging as possible – but please keep in mind that that is not always as easy as you or I would like to think it should be.
