answer to this week's question

I think, for me, that the three most important keys are those which allow the atmosphere of the classroom to be that which is most productive for the most number of people. And, it should also be one, of course, that is successful for you as the teacher. These three things are important to all classes taught in the humanites; they may be even possibly important, in varying degrees, to classes taught outside of the humanities. At the top of the list is equality. A teacher who nurtures an atmosphere of equality within classroom also nurtures equality outside the classroom, in conferences, in groupwork, while grading papers, etc. Equality allows those students, who are often found in first year comp classes and freshman classes in general, that experience some discomfort in either the academic atmosphere or in a group setting a little extra unsaid push of support to verbally express their ideas to others. This initial verbal expression leads the way to a criticially analyzed thought and, possibly, a well written record of that thought. The teacher can create equality in the classroom in a number of ways. I have set students up in the humanities round for discussion. This disspells any hanging feelings that those students in the back of the classroom are somehow less intelligent or less hardworking than those in the front. I also give verbal support. I often reinforce with each student that I experience the sharing of their ideas. Or, I explain to them how their comment helped to move the discussion along. I think that an important to be remembered while trying to foster this equal atmosphere is that it is more important for some learning to be done than for the teacher to always feel that he/she is in complete control of the classroom. Some of my most satisfying teaching moments have come when the students took control of the conversation and bounced ideas off of each other with me as a mere spectator, but a content spectator. Flexibility is tied in closely with equality. The classroom is a place where big changes take place. Students and teachers come to realizations that are often life altering. I have often seen a workshop or a discussion be verred away from a lightbulb by a teacher who suddenly felt insecure about their position inside the discussion. I think, before we teach, it's important to combat our own feelings of inadaquecy, whatever they may be (writing, place in the academic hierarchy, place in the social hiearchy, etc., etc.). Before I entered the classroom as a teacher, I took a class similar to this in which I heard many voices saying that because of my sex, my color, my size, and other characteristics, that I would have a hard time "controlling" my classroom. I'm still dealing with those voices when I teach. Now, I wish I had never heard them. I say, be willing to go wherever class needs to go that day and worry about establishing that all important control later. The third concept I'd like to talk about is closely linked to flexibility which is closely linked to equality. I not sure of the best way to phrase it but, Don't be afraid to try new things. Teaching strategies you're not sure you'll be good at but you know Johnnie on the back row who hasn't said a word all semeser will respond well to. Often, I've done things I'm uncomfortable with, and I find that it's an activity I should have been practicing in a classroom more often. I try to remind myself that a single classroom is made up of individual human beings that learn best in their own unique ways. I try to schedule activities that invite different kinds of learners, not just verbal or hands on, but things outside those established boundaries.
allright, enough unorganized ranting, see you guys Tues.
brandy y