RE: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation

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]
   Web Address: 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/

__________________________________________

-----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"