I want to add my additional pocket change (around 23 cents) to this
discussion. Haydee and Esther: I agree that as undergrads and grads, we
probably exhibited some of the same attitudes and behaviors as today's
students. I also agree that we probably exhibited more "manners," in the
sense that we acted as if we were interested and prepared, even when we
were not. That could be attributed to several underlying attitudes; in my
case, I had (and still do have) a great deal of respect for those who
dedicated their lives to scholarship and teaching. Those individuals
inspired me to pursue a similar path.
But lately, I'm feeling kinda tired...and I don't think it's necessarily
because I'm about to mark one of those milestone birthdays (i.e., one that
ends in a zero). I do my best to make my classes interesting, varied, and
useful. I give lectures, have discussions, run simulations and role-plays,
show videos, show relevant internet sites, and do hands-on activities and
experiments, but yet I still read many students' body language to be
saying, "gee, I'm just not impressed...why are you wasting my time?" So
here's my teaching-of-psychology-related question: any suggestions??? I'm
not about to turn my class into an encounter group (no offense Louis; I
have a lot of respect for what you do, but it just isn't my style). Nor am
I about to do what some of my old profs did (but who I continued to
respect): go to class and go through the motions, "I don't care whether you
are interested in this or not." Any thoughts?
Barbara
Dr. Barbara Watters
School of Humanities and Social Sciences
Penn State Erie, The Behrend College
Station Road
Erie, PA 16563
[EMAIL PROTECTED]
