Exiting the Story - Comp Tale Response 11

I can't say that I identify with these stories in the sense that I have experienced something similar, but I do see the necessity throughout these stories that the professor be open and willing to help the students. In tale 126, for example, the student that spoke fluent English, with terrible written English, would never have realized her ability to write perfect English if she connected it to her speech. Unfortunately, this student dropped the class (rather unexpectedly), but the fact remains that the teacher was there for her. A lot of these stories reflect professors altercations with students that seem a bit odd. As seen in tale 127, the student didn't want to discuss dropping the course, but then (after having a drop slip signed) ended up staying in the course and getting a low C--I'm assuming that's passing at this university. The point is, we will never really understand what students do, but as instructors, the only thing we can do is be there for them for support and guidance.

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Assignments Smahshminements - Personal Comp Tale 11

So, I've been struggling to come up with my materials for next semester. I know what I'm doing, but I'm not sure I actually know what I'm doing (i.e. I know the subject matter, but have no idea how to implement that into a course). I've been thinking of ideas for assignments, but trying to think of constraints for students and making sure they stay within the assignment, etc. is just stressful. This process is interesting, but I'm not sure, until I have a lot of time to sit and actually focus on this, that I'll be able to come up with anything functional. What are some ways that you all have come up with ideas and implemented a theme?

I've been in classes that implement themes before, but I think that they were a bit different than the 104 set up (which has a lot to do with research).

Dynamic Criteria Map - Personal Comp Tale 10

This is kind of a reflection on the Dynamic Criteria Map project, in a way, but it's different than what I wrote for my actual introduction paper. I suppose I just wanted to say, in a less formal way, that I was surprised how the values and beliefs of an instructor can be so deeply rooted in the assignments and syllabus. However, with my mentor, this was entirely intentional. So, for those of us just starting out, will our "values" and "beliefs" be intentional or just a haphazard mess? I think it's interesting to see how my values and beliefs align with B's and how I have a few things that I value on my own as well--obviously everyone is different, but it was really the similarities that surprised me. Great job MCF giving me a mentor that I can relate to! But really, this project helped me look at things a bit differently and I think that's important.

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Oh Captain, My Captain! - Personal Comp Tale 9

Now that I have finished teaching the unit in my mentor's class, I'm off to grading! But I think it's important to note that I really have enjoyed my time teaching. That's a good sign, right? I wasn't sure how I would respond to teaching comp (or something other than creative writing in general), but I found that I genuinely had a great time working with students and "molding young minds." And it was helpful that students told me they think I really found my place in teaching. One student said, "Yeah, before you started teaching, you just sat there quietly, but once you got in front of the class you had confidence and rocked it!" (He said this after his group came to my office hours). And as I've mentioned before, students have said that they thought I did great and that class was fun. So, fun is good, but I hope they actually learned something. We shall see if they did as I grade their papers. Muahaha. No, but seriously, it felt good to get that validation in this area of academia that I'm new to. And having a good observation (thanks N) helped as well. So, I guess what I'm getting at is, I like teaching and I seem to be decent at it, which is good news.

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Professionalism - Comp Tales Response 8

I immediately pulled out comp tale 92. This story enraged me in just the few short paragraphs written. I'm not sure what made me more angry, the fact that this GTA was demeaning his students (particularly by not fostering a good learning environment) or the fact that he was rude and demanding--they're both pretty terrible. I've worried about professionalism in my class--with cursing or how to dress--but never to this extreme. I've come to the conclusion that, especially as a GTA, there isn't much professionalism demanded from you, but it's still expected to some degree. So when do we cross that line of professionalism into being unprofessional? I think, especially since this is college, that we have a bit more leniency when it comes to teaching (i.e. jeans are okay on occasion, if you say "ass" the world won't crumble, etc). How much is too much though? I like to work as if every day is important to show my professionalism. I am, in fact, guiding students through their education and need to present myself in a way that they respect me (while also gaining respect from my peers).

tl;dr: Don't be a dick and act like a damn professional.

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