Edward Strauser is a retired NYS teacher. He taught at Armstrong Atlantic State University in Savannah, GA, left for a year to teach high school, and returned to his present professor position in the Department of Middle and Secondary Education in Savannah, Georgia.
I like the proposal. Actually Peter Drucker proposed something close to this about 30 years ago--but on a much broader scale. He believe that ALL college professors should take a forced sabbatical every 7 years to put their toes in the water again plus rejuvenate themselves. He makes a very strong case because the majority of professors burn out sometime in their 40s. He claimed that only 5% stay excited and invigorated about their discipline after 20 years...not to mention remaining current.
Professors of Education should do everybody a favor and just resign and close their departments. Mentoring is the best, the most effective means of teaching teachers to teach. The majority of teachers acknowledges that this Education emperor has no clothes, yet the nonsense continues.
Let's stop wasting our money on how-to's and start concentrating on the whats.
Does anyone have any experiences good, bad, indifferent using virutal (anatomy in this case) labs? I have never used them before and am teaching a 1 night/week anatomy lab using them this year.
Please assist me in spreading the word to your colleagues and education students about Road to Teaching ([link removed].
Launched by a teacher, Road to Teaching (R2T) has supported over 44,000 visitors through an edu-blog, the web's largest collection of teacher interview questions, education resources, advice on student teacher topics, and much more! Teachnology recognized it as "Best of the Web" in its September 2008 issue, and its site author's advice articles are routinely spotlighted on theApple.com and other career websites.
I invite you to visit Road to Teaching and the Teacher Educators' page ([link removed].
As appreciation for getting the word out about R2T, I will email you a free, electronic copy of my book: Road to Teaching: A Guide to Teacher Training, Student Teaching, and Finding a Job - #1 student teaching book on Amazon.com.
Now, what I think will happen from a practical point of view is that many faculty will take a different posture with students who fail to show any sense of responsibility for their studies or for following the curriculum. I think there will be a lot less sympathy for students who ignore advising (I am hoping that the upside of all this is better enrollment management).
I am curious to see what happens to morale. I am basically an upbeat person and do not like working in a negative environment. It saps my energy. Fortunately, working with motivated students perks me up...so my task is to see what I can do to develop more of those students.
Anyone heard of any other campus plans for handling furloughs?
I will be teaching my first class this fall(100 level bio lab). Any advice/hints to make it a successful semester? Is there any adjunct etiquette I should be aware of? I would really like this to be the beginning of a career. TIA.
If you want to ma...See MoreOn 8/15/09, jm wrote: > I will be teaching my first class this fall(100 level bio > lab). Any advice/hints to make it a successful semester? > Is there any adjunct etiquette I should be aware of? I > would really like this to be the beginning of a career. > TIA.
Some good suggestions already made.
If you want to make it a career, then don't turn down any offers to help out by filling in or teaching classes at odd times, etc. Don't complain.
You also don't want a bunch of students lined up at the Department Chair's door complaining about you. So be rigorous but fair. Respect students and their time, so don't waste it. Make it clear what your expectations are and try to be consistent. Also act like you are confident whether you really are or not.
I went from industry into teaching at age 32. When I teach a class of older adults I basically treat them as I did my co-workers...including first name basis. (My undergraduates are a different story).
jmI am transitioning from medicine into teaching. Hopefully the confidence (faking and real) can transfer reasonably well. I definitely want to continue so I appreciate all the suggestions!
Nice to see there are other people in the same boat! I too am embarking on my first adjunct teaching experience, for an Intro to Theatre class at a community college. Any advice as to how you run your first day of class and set the tone for the semester?
I'm teaching an algebra based physics class this fall. I taught a couple of classes right out of college and then worked as an engineer for a large company for several years. I am just getting back into the workforce after taking time off to be with my children.
A few things I'm doing to set the tone is to try and be incredibly organized with policies, procedures and expectations for my class up front and then stick to them. I realize that things will come up that may require some adjusting during the semester, but I think if you can let them know what to expect for the class on that first day, it goes a long way in preventing problems down the road.
Yes. I helped develop a hybrid manufacturing processes class at my university as part of a mini-grant process the campus had developed. Teams of faculty submitted proposals and the top 4 or 5 were funded each year. We did the lecture material on line, but the labs were still face to face.
One great benefit was that we created a lab safety module that can be used for all lab classes. We also created lab introduction demos on line. That added time to the lab for hands on work.
I have a long way to go and I am still encountering teachers/professors/lecturers/doctors/PhD’s/etc. who: 1. don’t know the material they are teaching. 2. don’t know how to teach the material. 3. are plain old everyday dumb. 4. are hateful. 5. act like they want you to fail because they are jealous.
I guess life is just one huge hurdle of unpleasant people. Spending time learning to deal with them, though, is taking time from what I am paying to learn.
How do some people get through school and go on to teach when they never learned a blooming thing and have no idea what they are doing?
testOn 12/31/09, Dr. C wrote: > I work in the Writing Center and I see the worst >> assignments coming through - professors who have no idea how >> to teach writing or foster writing - but does the Dean do >> anything? Help them in any way? >> >> No. Maybe she doesn't know but the system grinds on...and >> student...See MoreOn 12/31/09, Dr. C wrote: > I work in the Writing Center and I see the worst >> assignments coming through - professors who have no idea how >> to teach writing or foster writing - but does the Dean do >> anything? Help them in any way? >> >> No. Maybe she doesn't know but the system grinds on...and >> students pay money and when they get a decent professor, they >> are SO happy. >> > > Does the writing center get students from all majors or just > English classes? > > I teach upper division classes and would expect my students to be > able to write by now. Sadly, many of them (especially foreign > born) still do not write at the college level. I know our writing > center will gladly help them and I refer them to the writing > center when I see major deficiencies. > > Sadly, I don't have time to correct poor writing. I do grade for > it by simply stating my policy that a poorly written paper will > automatically be disqualified from getting an A--regardless of > content. > > I had a very enlightening experience last year. I taught an honors > class at my university and the quality of the papers was awesome. > I had forgotten what it was like to get a majority of > well-organized, thought papers that were well written. I think I > will raise my standards for all classes after that experience. > > An idea I am flirting with is to have students collaborate to > review other student papers on-line prior to submission. > Collaborative On-line Learning is catching on and, if done > properly, can work well. > > Deans outside of the Humanities, Arts, and Social Sciences are not > going to get involved with improving writing even though you would > think they should. It has to come from the faculty...many of whom > can't write in English themselves.
Just look at the certification requirements for math teachers in most states. The "PRAXIS" passing score is typicaly 137 or so, a score attainable by anyone with a pulse. What is scary is that:
1) These teachers may end up teaching AP Calculus students
2) Many teachers choose teaching first and then literally look for a subject to teach
3) Many teacher wannabees fork over money for PRAXIS prep courses, because they failed the test the first time. No fellow math major I know would have failed such a "test"
On 8/23/09, No problem... wrote: > Sigh…I graduated from high school and went on to a private > college. Sigh…I graduated from college with honors and was > accepted into medical school 2 years ago…sigh. > > I have a long way to go and I am still encountering > teachers/professors/lecturers/doctors/PhD’s/etc. who: > 1. don’t know the material they are teaching. > 2. don’t know how to teach the material. > 3. are plain old everyday dumb. > 4. are hateful. > 5. act like they want you to fail because they are > jealous. > > I guess life is just one huge hurdle of unpleasant people. > Spending time learning to deal with them, though, is taking > time from what I am paying to learn. > > How do some people get through school and go on to teach > when they never learned a blooming thing and have no idea > what they are doing? >
I like the proposal. Actually Peter Drucker proposed something close to this about 30 years ago--but on a much broader scale. He believe that ALL college professors should take a forced sabbatical every 7 years to put t...See More