What has been, in your estimation, working well about the second semester of the course thus far?
[Results Summary: "Forum" (7); Reflections (4); Readings (3); Demos (2)]
I’ve enjoyed having the time and space to vent and also to hear other GTAs’ issues and concerns (with Jeff’s input, advice). Really good to hear what has worked and what has not worked in our classrooms, thinking what I could’ve or probably should’ve done differently.
The teaching reflections and the ability to get feedback as problems and concerns arise has been extremely valuable this semester. The readings have also been really helpful and have provided a resource for handling different issues and supplementing the ideas I had in place.
I think the open-dialogue format and your willingness to address a variety of problems/experiences (even absurd ones) from our 1020 classes has been working well. Also, the technique and software tool demos have been pretty useful.
What’s been working well has been sharing our experiences, both problems and successes.
The thing that has been working well so far in this second semester is the open forum-type format. While we have had great focused discussions, I also like being able to bring up topics as they come up. I also find Jeff’s advice very helpful in adjusting expectations for classes–I frequently feel like I’m being too nice, and at least Jeff validates that feeling
I find that the walls have come down, so to speak, and everyone is being honest and open about their struggles in the classroom. It’s good to laugh.
Both writing and listening to others’ teaching reflections has been very helpful.
Readings extremely targeted and useful — feel like I’m getting more out of them than last semester. Enjoying the opportunity to discuss how classes are going with peers in a more structured way.
The best thing about this second practicum is the opportunity to discuss our teaching experiences as they happen.
What can we do, that we haven’t been doing, that would improve the value of the practicum?
[Results Summary: include demos of ways instructors are adapting/altering material for their course (3); crowdsource resources (1); hold mock problem-solving sessions (1); facilitate practitioner-practitioner observations]
Not sure how to improve the practicum though I’ve really enjoyed and utilized some of the stuff presented in demo sessions (had a really good session a few weeks ago with the Jing tool that Melanie demoed) and would enjoy seeing more demos.
Perhaps comparing alternative lesson plans/activities covering the same concepts might be helpful.
…I would also like us to be given the option to observe and reflect on one another’s classes.
It would be nice to have a particular spot on the wiki to post useful resources that we find so that we can all use them.
I’m not sure what more we could do with this practicum. The readings have been valid, I think the teaching reflections help both when I hear them and read them, and we’re being exposed to a lot of different aspects of teaching. It’s been really great overall.
I would give us more opportunities to design and present on individual assignments as opposed to always discussing what we are required to teach.
Not much. Maybe spend a day discussing which specific changes/spins each GTA has made to his/her writing assignments (summary vs. ad analysis, etc.)
Not that we haven’t been doing it, but reserving the first ten minutes of class for a bull session is great (when there is time).
Mock problem solving sessions: introducing not-so-frequent classroom issue and brainstorming the best method for resolving them.
Do you feel that the first semester practicum adequately prepared you to start teaching ENG 1020? What else should be covered in the first semester practicum that wasn’t this year?
[Results Summary: Yes (x 9); add material on developing teaching personas, teaching rhetorical concepts/moves; include more demos sessions; move technique readings from 2nd into 1st semester practicum; demos SafeAssign and Pipeline]
I think that without the first semester practicum, without all of the compiled resources and support, teaching 1020 would not be nearly as positive and rewarding a task as it has been thus far. So, yes, I felt prepared but I am really looking forward to next semester, after I’ve made all these missteps and had some time to reflect on my teaching experience.
Yes, the first semester set me up well for 1020. It’s obviously not the same as actually doing it and many concerns arise daily for me, but overall it helped me feel prepared and gain a clear understanding as to key objectives of the course.
I do think we were adequately prepared – the only thing that might warrant heavier focus might be the Rhetorical moves/concepts that students struggle with most often – this might help us prepare strategies ahead of time for heading off these difficulties in class.
The mentor and instructor feedback was the most useful part of the first semester.
It would have been helpful to have had more demonstrations or discussions of technical things like SafeAssign, using Pipeline as an instructor, etc. in the first semester.
Practicing a few of the techniques we’re learning this semester so we are equipped with them when we actually walk into the 1020. (The demo sessions help in terms of lesson planning, but having a few “tricks up our sleeves” ahead of time would be great.)
Yes, the first semester was extremely helpful for preparing us.
The first practicum definitely made me feel more at ease about teaching and gave me a good foundation for teaching 1020–I can’t recall anything that was missing from the first practicum.
Yes. Nothing really; maybe a little more practice developing a teaching persona/presence.
I am not of the mindset that any one class can adequately prepare anyone for teaching, especially for those who have not yet done it. But the first semester practicum did an excellent job of getting us all on the same page, so to speak. As several of us mentioned, providing further opportunities for demo sessions would improve the practicum even more.
All things considered, if you were starting your 1020 class all over again, and no one was forcing you to use one, would you still use a wiki?
[Results Summary: Yes-ish (x 9)]
I would definitely still use the wiki. Having information organized in this way is extremely valuable to me and I think the students really appreciate having all the information their as well as a record of the in-class exercises that we do.
I’d consider using the wiki even without it being required. It lets students have more control and interaction with the course. On the other hand, some of the students have trouble navigating it or managing (it’s almost too flexible when students re-save papers with the same name and wipe out another student’s paper, for example).
Yes, I will continue to use a wiki. Though it has been difficult at times with wiki upkeep, it has been a very useful tool. The wiki will be even more useful (and less stressful) in the future when at least I have the bare bones set at least before I wake up the morning before class.
I never used a wiki prior to this semester, and from the beginning I felt a slavish devotion to it.
I LOVE using a wiki. I will continue to use a wiki for my 1020 and probably 1010 classes that I’m hoping to teach in the future. It lays everything out for the students, gives easy access to practically all course material, and generally allows me to organize my class effectively. Wikis are the best.
I wouldn’t have said this last semester, but after using the wiki I believe I would keep it.
I would definitely use the wiki. It’s a great source for posting class materials and holding important information. If only we could use Safe Assign with it…
Probably — I like using visual aids, so it substitutes nicely in place of Power Point.
I would definitely use a wiki – especially if there were still sample pages to use as models, which has been extremely helpful.
If you had the power to make this decision, would you eliminate the second semester of the practicum?
[Results Summary: No (x 9), 1 request for biweekly schedule]
I feel like this second practicum is VERY helpful in giving us a place to talk about our teaching issues and get responses from an experienced instructor. Although I admittedly felt reservations about the second practicum, believing it would take up too much time when we already had a ton of other obligations, it has ultimately been one of the best parts of this semester, and most helpful. I definitely support this second practicum as part of the GTA curriculum.
I would keep the second semester practicum. I think we have more to talk about now that we’re actually teaching. Also, some of the things that I worried about turn out not to be problems, while there were other things that I didn’t realize would be problems.
I would not eliminate the second semester of the practicum, but I would make the meetings slightly less frequent, such as every other week.
No.
No, keep the second semester. It’s been an invaluable resource so far, and well worth the extra few hours of class time and work each week. (Would also keep the first semester.)
No, I would not eliminate [it]. Strength in numbers. Bonding over suffering.
I think eliminating the 2nd semester would be a bad idea actually. I’ve found our classes supportive and helpful for generating ideas/approaches to our classes.
No, I would keep the second practicum. It’s an invaluable resource for dealing with teaching issues as they happen.
I would not get rid of it. It’s been really helpful to talk about the smaller issues that arise daily and get feedback on grading and discussion practices and hear about how others are dealing with issues.
How you would describe the second semester of the practicum in one word?
Therapeutic (x 2)
Sane-Making
Useful
Supportive
Amazeballs
Pleasant
superkalifragilistickexpealidocious
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