5) What practices do you use to enable students to “focus attention” or reflection prior to, during, or after a class assignment, exercise, lecture, discussion, etc. (e.g. minute of quiet reflection? Write a summary sentence?)
Ten minutes writing are the way to start class to reflect on how they can participate in class, by helping them, but students think it’s too much work. Silent walks are used to take in the environment. Space is important—students need to interact, talk to each other because of the room set up. Professors are unable to control the class if they cannot see all the kids. Part of this is how the university sets up room—digital media classes were set as a newsroom—totally unhealthy for the learning environment. Facilities won’t come down to fix it; professors are attempting to take apart their own room to have control over the distraction that is built into their room. Rooms are designed by out of date people, or those that don’t really understand how a classroom works.
Some give students an outline to answer, stuff to think about before they present—giving them this moment of engagement on a written document—forcing them to write it out makes the difference for them. Response sheets or taking notes on presentations should be the obvious, but now points must be assigned so it’s worth it. Students thank teachers for forcing them to take notes, even though it should be a no brainer.
Where students come from, what type of high school makes a difference. Core classes may get lower numbers because the content isn’t new to students, think they don’t really have to pay attention—if so, they need to find a bigger depth, go beyond the assignment, add extra prints (art), make it bigger/longer.
Grades are controlling the students as well as student evaluations. Professor can’t wave their fingers, take control. Have to worry about what the students think, merit pay was not even used—ruins the professionalism of the class. ‘C’ used to be a good grade, but with grade inflation the ‘A-’ is seen as bad.
Colorado College is a model appreciated by many staff members—one class for three weeks. Semesters can hurt because students have 5 things to think about rather than 3.
Some staff members choose the topic for essay by random pages. Page 91 is the most important because the author left it in, rather than took it out. Most challenging assignment, but most worth it. Students at the sophomore must take a reading course if majoring in English. We need to focus on three or four things for the entire quarter that we can learn to read with. Most of the faculty cannot do it for reasons of guilt of not having students learning one thousand things versus four things really well. We are trained to do different things without even knowing it. We are preventing students from paying attention, staff are co-dependents in this problem, and it’s not just the student.
‘Talking to just one person is ‘boring’’ more anxiety is created to talk to one person versus more on MSN, etc. It is difficult to write an essay on one topic, what page 45 is about, etc.
The most difficult assignments are the most rewarding. It enables the students to discover the resources that they have, it empowers them.
Allowing students to share some personal information in class connects the class together. Content is important, but the people around them and the connection made is important as well. We must make a choice on teaching content or teaching each individual person. Can we really find a balance that works?
As staff, we over correct papers and how we respond to the students. Just giving a grade and then saying find your eleven errors to correct them and get a better grade. The critical idea is students must rethink their entire paper, not just what the teacher wants to think should be changed.
Teaching can be gendered. If a male does the example from above, it’s masculine, great, etc. But females are supposed to a nurturing guide, and can be seen as a bitch.
Parents are now the friend figure, so if teachers are tough, then it is seen as an authority figure that is out mean and demanding versus being an actual teacher.
I teach a 5 minute segment on “focus” meditation. I tie this into my lecture on perception and attention.
At the end of major small group discussions based on their papers—I ask students to write a one-two sentence reflection on this discussion (e.g. what was new, profound, insightful for them).
After a film clip I ask students to take a few minutes and write down their initial responses, or answer a pointed question. This allows the low-verbal students to gather their thoughts.
A reflection at the end of class
Want to know what students are thinking.
In choir, breathing and calming practices.
Write short reflections.
Listening to music.
Focus questions on the reading that make them ready to discuss in class.
Field trips. Would like to do more, but takes away from the intellectual point.
Professionalism needs to be clear.