Week 2

This weeks reading assignment was a bit more difficult for me to take interest to and I am blaming it on our orientation. From writing lesson plans, time management, and creating discussions to problem situations, activities, and establishing expectations; most of this information was covered during our week-long orientation. I should probably rephrase the 'take interest to', it's just that most of the information seems to be repeated and some of it even seems like common sense. I also feel as though there is a lot that doesn't pertain to those of us who are teaching public speaking this semester ( not saying that it couldn't pertain in the future of our graduate courses ).

However, even with all of that said, there was some new helpful information that I will be able to apply to my teaching tactics.


The most useful chapter for me this week was Chapter 4 'Running A Discussion'.

Telling my students they have to read is one thing, but getting them to actually do it is another. I liked the idea that each student should begin reading with either a pen or a pencil in their hand. It would be better if they decided to write all over their pages and take notes along the reading, rather than not doing it all. It's a good idea to have the students looking for something specific in their reading so when they find it they spend more time understanding that particular subject and bring their knowledge to class. This will hopefully lead to a better discussion session between the students and more feedback to questions.

The next piece of information I found useful was the section on 'Why Students May Not Talk'. It expanded beyond the obvious things such as their lack of preparation to the effects of peer pressure in the classroom. The most helpful category was 'Outside Forces'. This isn't one that I would have thought about right away, or maybe ever. There are particular times during our semseter that may be hard on students that will refrain them from wanting any type of participation within the classroom. I will keep this in mind during midterms, approaching holidays, and finals week.

How will I use these theories or techniques?

What do I want to incorporate into my own teaching?

For future discussions in the classroom, I will write down not one, but several questions that could be used. The more questions I have, the more broad my answers and those who do answer, will be. I want to find a way to reach my entire class and not just the same students who usually answer on a regular basis. The idea about having students write straight for 4-6 minutes I would like to try in my classroom. I feel as though this will encourage them to elaborate their thoughts/questions in detail leading to more of points for discussion.

I can also hold true to the 'pair and share' strategy within a classroom. During the first week of class I used this just so my students would feel more comfortable talking with one another, but it has also helped me realize which students need that little extra boost of comfort. It also allows every student to feel apart of the assignment and for each student to have an opportunity to express their ideas and thoughts without such insecurities.