Observation Notes from Danielle Buchanan’s Class
Danielle began by handing her students back her papers. She had a calm and warm demeanor which helped her seem approachable to her students. Some activities, regarding Assignment 3, was watching a video while her students did a similar analysis of the clip to the artwork of Assignment 3. The students then were placed into two groups and had a debate on various aspects of the video. There was an incentive, a can of tuna for whoever the class deemed the winner of the debate.
I learned a lot from Danielle’s calm demeanor, which seemed compassionate and attentive. She did not have my stiffness, and nervousness, which can put walls between myself and my students. I liked her idea of giving out a reward. That becomes a motivating force for the students to be attentive and participate.
Several techniques I have observed from Danielle were quite useful. She had written a quotation on the chalkboard before class with a quote from Ludwig Wittgenstein, “The limits of my language means the limits of my world.” Relevant quotations and pieces of information I have often imparted verbally, but placing a quotation each day on the chalkboard shows thematic concern for the day’s objectives. Although the objectives were not about linguistic theory or modern philosophy, a quotation on the board makes the students trust their instructor, due to the preparedness required to write quotations on the board. When Danielle wanted to use background music for a writing exercise and the audio did not respond, she said “Silence is music too.” Danielle’s flexibility and presence of mind to make profound insights instead of panic, is a teaching poise I could use. When technology fails in my class I become worried the students believe I am incompetent, however, if the students are already looking to me for instruction in the first, it is unlikely they think this. Danielle also used phrases I have not in my in class exercises. “Share, Think, Feel” was written on the board in regards to the response of a video. These three steps, are in logical order of how the students were instructed to respond. These obvious and clear steps prevent freshman from being confused.
The video showed various people being told “You are beautiful” and most of them are pleasantly shocked. However, one young lady in the video became aggressive and angry when being told this. Danielle’s students were able to have a solid and mature discussion of the material which may seem emotionally volitile to some classrooms, but the “Share, Think, Feel” instructions were not obtuse, and yet gave the students enough freedom to speak about their insights on the video, but restricted them from tangents or awkward conversation.
Observation Notes from Shelby Rae Stringfield’s Class (Lab)
Rae’s class began with her uploading student’s images to Moodle. There groups of three presenters and there were three images uploaded and projected onto the lab’s projector screen. Each person in the group did a brief presentation, and after all three finished, the class clapped for them.
Her class was calm and respectful of her while she mentioned various artworks on campus and the descriptions and interpretations of them, including a work of art from her undergraduate campus, the University of Tennessee. All of it seemed to cohere well in her Wednesday lab class.
The main thing I learned from Rae, is to give time to the students. Let them do presentations instead of just groupwork and Q and A sessions with the entire class. This will make me a better listener, and a better evaluator of the O portion of the W.O.VE. curriculum.
I have learned from Rae’s patience and her method of presentations. These were not presentations for Assignment 5 but it was a good idea to practice presentation before they were formally a part of the students’ grades in the next assignment. Practice in presentations, makes them more efficient just as practice in writing and in teaching allows skill to develop.
Observation for Claire Elizabeth’s Class
This was a 250 class taught by Claire Elizabeth. Students did presentations this day and that was primary activity being that this was a Monday class, the presentations were able to fill all 50 minutes.
The class began by turning in their reflections of the assignment. The students read from written papers to the class. Claire’s students were instructed to ask questions after each presentation, and there at least three questions per presenter. The audience clapped after the presentation was over, and again after the questions were complete.
The first student’s presentation was about being an adrenaline junky and leaping off waterfalls for the rush it brings. One student mentioned an experience where he sang in choir, and cited the various chemicals and hormones in the brain during anxiety. Another student researched the history of homophobia, and concluded not much has changed in regards to the mistreatment of the LGBT community.
I found Claire’s preparation useful in terms having students ask questions, so that the class will have to focus on their peers. Claire listed the various presenters and called them off. Her preparation beforehand gave me ideas in how to create lesson plans with the O component of WOVE.