Here's a practical suggestion. Students often view criticism as
something teachers dish out but don't ever have to take. They
implicitly believe that teachers become callous, and lose touch with
what it is like to be on the receiving end of a harsh
appraisal of one's work. And, of course, they are sometimes (often?)
right. I think it helps to take some time to talk with our students
about OUR OWN RECENT experiences with having our research and writing
evaluated by journal editors and colleagues. It's especially helpful to
make it personal - to describe how we feel when our favorite paragraph
is bathed in red ink, with scathing personal attacks scribbled in the
margins! Indeed, reacquainting ourselves with these feelings may help
us better follow the golden rule - doing unto others as we would have
them do unto us!
One other reflection. Students' perception of the writing process often
differs dramatically from our own (e.g., first pass out of the
wordprocessor = OK vs. third thoroughly revised draft = expected). I
believe that it is important for us to make clear not only the content
that we expect in their papers, but the process we believe is required
to produce quality work. Students have no difficulty understanding that
extensive and regular work in the weight room and on the track are
necessary for an athlete to turn in a quality performance on the court;
they need to learn what the analogs to weight training and aerobic
conditioning are in the process of producing a quality paper!
Steve Gilbert
Ps Although I am unable to come to the teaching breakfasts, I really
appreciate that EMAIL exchanges those breakfasts provoke.
Congratulations to all involved.
__________________________________________
Steven J. Gilbert, Ph.D
Professor of Psychology & Department Chair
State University of New York, College at Oneonta
127A Fitzelle Hall, Oneonta, NY 13820
Phone: 607-436-2557 FAX: 607-436-3753
E-MAIL: [log in to unmask] <mailto:[log in to unmask]>
Web Address: http://www.oneonta.edu/faculty/gilbersj/Stevepage.htm
<http://www.oneonta.edu/faculty/gilbersj/Stevepage.htm>
Office Hours: M 1-2; T 10-11; W 1-2; Th 11-12
(Other Office Hours by Appointment)
Visit the Psychology Department Web Site
http://www.oneonta.edu/academics/psyweb/
<http://www.oneonta.edu/academics/psyweb/>
__________________________________________
-----Original Message-----
From: Greenberg, James
Sent: Thursday, February 27, 2003 6:08 PM
To: [log in to unmask]
Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking
the Doors to Motivation
Tbers,
I think Bill is on to a key point. That we as teachers make sure our
students know we care about them and their success. I have to admit
(sadly) when I think about my classess, I don't really do much to ensure
this. What types of things do you do to get the message to your
students?
----------
From: Proulx, William
Reply To: Teaching Breakfast List
Sent: Thursday, February 27, 2003 5:33 PM
To: [log in to unmask]
Subject: Re: Teaching Breakfast: Searching for the Right
Key: Unlocking the Doors to Motivation
Dear Tbers,
My experiences with education, both formal and informal, as a student
and as an instructor, have led me to conclude that an educational
hierarchy of needs exists similar to Abraham Maslow's Hierarchy of Needs
theory. In otherwords, the basic needs of a student have to be
addressed before the student can be expected to advance significantly
along the learning continuum. As all of you know Maslow's hierarchy
contained 5 levels that addressed issues related to physiological,
safety, love, self-esteem, self-actualization needs of individuals.
The various levels of an educational hierarchy of needs would be
slightly different but the overall principles would seem to be the same.
If this is true then the key to effective and successful teaching would
be achieved by working through the various levels of the educational
hierarchy with students. It appears to me the most basic level of this
hierarchy deals with the relational issues of care and trust.
Consequently, I agree with Bob Rothenberg's statement "how important it
is that students get the message that the "teacher" cares about them
(and implicitly that it is true)."
Bill Proulx, PhD, RD
Associate Professor of Nutrition and Dietetics
Dept of Human Ecology
-----Original Message-----
From: Rothenberg, Robert
Sent: Thu 2/27/2003 9:59 AM
To: [log in to unmask]
Cc:
Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking
the Doors to Motivation
Hi Jim:
I just returned from a conference where we discussed, among many other
things, teaching techniques. One of the points made was approporiate to
this discussion: it was suggested that we need to say more positive
things. Studewnts read the commments and if we only comment on what
they do wrong (which is an appropriate thing to do), they get no input
on what they do correctly, or that it is valued.
A second comment was about how important it is that students get the
message that the "teacher" cares about them (and implicitly that it is
true).
A third comment was about the fact that coaches not only point out to
their athletes what they do wrong, but also model what is right. I have,
coincidentally, started doing some of this in my current classes with
their briefs. I used to have them pick a case. Now I use about six
cases I have selected, distribute them, and will give them a sample
brief after I have graded theirs.
Looking forward to the discussion. Thanks for putting it on the agenda.
Bob
-----Original Message-----
From: Greenberg, James
Sent: Mon 2/24/2003 2:54 PM
To: [log in to unmask]
Cc:
Subject: Teaching Breakfast: Searching for the Right Key:
Unlocking the Doors to Motivation
TBers,
For our March 5th meeting:
Bob Rothenberg recently sent me some thoughts for a Teaching Breakfast.
In athletics, especially at higher levels, one quickly learns the truth
of the old saying, "no pain no gain." If we are "coaches" for students
in their learning, does the same no pain no gain hold true? High level
athletes are typically very motivated. Is this why they are willing to
endure almost anything to get better?
What about the less motivated students:
Is it possible for learning to take place without pain?
Does coddling students hurt them in the long run?
Can we teach students to take the "tearing apart" we may do to their
work in the interest of furthering their education?
How many of us have had students respond positively and negatively to
this type of grilling?
What ways have you found work to motivate students? Have you found
grilling them or tearing them apart helps or hurts? Bring you ideas to
the next Teaching Breakfast on March 5th.
Mr. James B. Greenberg
Director Teaching, Learning and Technology Center
Milne Library
SUNY College at Oneonta
Oneonta, New York 13820
email: [log in to unmask]
phone: 607-436-2701
"Ignorance is curable, stupidity lasts forever"
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