Having been someone who once experienced student apathy in my classes as
well as other frustrations of teaching, I can state with little equivocation
that it was a change in my behavior that lead to increased enjoyment and
decreased frustration: For me and for my students. When I was
blaming/attributing the cause of apathy in my classes to my students and
today's culture etc. I was becoming more and more frustrated as were my
students. When I changed certain behaviors that were communicating things I
did not intend there was a dramatic and immediate turn around in the
"apathy" in my classes. In my case, much of it had to do with the way that I
asked questions in class. For example, I was often asking probing/reflective
questions (still do sometimes!) and then being frustrated that the students
did not respond immediately (duh?!). I also had a habit of becoming
frustrated at their lack of response and communicating these emotions. But
the students don't know what you are angry/frustrated at and assumed,
correctly or not, that I did not like them. I don't do anything different
now to show them that I do like them but the passion I display toward the
material isn't mixed in with messages of frustration. Specifically I try to
ask questions that 1) bring the text and student into a more intimate and
"confrontational" relationship- That is as simple sometimes as telling them
that it is ok to think the reading is hard, wrong, confusing, or whatever
("What was most puzzling about what Hull said here?"). 2)require them to
state what they don't understand and show them that reading texts requires
multiple and active readings. What I originally assumed was apathy was more
likely that my students did not want to "look stupid" and the questions I
asked were difficult or impossible to "get right" on the first try.
I understand exactly what Payam is frusted about in terms of getting APA
style across to students. "Why do I have to do it that way when you know
what I'm saying?", is a common question. What I've been doing with writing
assignments is that I have them do the writing (construct a methods section
- for example) and then swap papers. Then I have them "edit" each others
papers. The grade isn't writing the paper but the quality and accuracy of
their editing. It still requires them to use the style and editing is
requiring a greater mastery and higher level cognition. I'm amazed how often
I'm hearing from them that I need to make "the other students" write more
carefully. Within an assignment or two I've found the students begin to get
it and police their own behavior. My biggest role in class sometimes is to
get some of them to lighten up. What a pleasant (and sometimes funny) change
that has been! On the other hand I do teach at a small somewhat selective
liberal arts (read expensive!) college and perhaps my students are different
from yours.
Tim Shearon
**********************************************
Timothy O. Shearon, Ph.D.
Department of Psychology (Chairperson)
Albertson College of Idaho
Caldwell, Idaho
ph- 208-459-5840
teaching interests: neuropsychology, history of psychology, developmental
(topical), intro
---
You are currently subscribed to tips as: [EMAIL PROTECTED]
To unsubscribe send a blank email to [EMAIL PROTECTED]
