(It's been a while since I felt the need to speak to another outlet's blog post about professors. When I saw 5 Things You Should Know About Your Professors from the TalkNerdy2Me blog (National Society of Collegiate Scholars), before I even clicked the link, I had a feeling I'd have something to say. So, here goes!)
"Investigate your profs before taking a class."
This is the primary advice of the above-mentioned piece, as well as what to look for once you meet the prof. While I have some thoughts from the "other side," I appreciated the NSCS article a great deal. The author, a student, correctly encourages to students to take their time with professors thoughtfully and seriously.
I love, love, love that idea! (Of course!!!)
Let's jump in by talking about the realities of meeting your prof early, particularly when registration occurs months ahead. Not to mention, you're probably mired in classwork for your current term and pretty busy! I know that waiting is a risk, too: If you get into your classes and can't stand a prof, you may find yourself without a class to take.
Here are your options if you want to try and meet your prof now:
a) Go visit the prof during office hours and ask for a syllabus (the current one is fine; you can learn a lot about the flavor of the class from the tone); or,
b) Sit in on a class before you register (another great idea, if your current schedule allows); or,
c) Ask previous students what they thought of the prof (a questionable approach--everyone has their opinion, right?)
And once you meet the prof...
I'm going to give some recommendations behind the five criteria the author discusses.
Translation: Five criteria that students should stay away from.
As you take this advice, you will benefit from some back-story.
Otherwise, you may be left with very, very few profs from whom to take classes... and you might miss out on a ton of valuable learning from others... and about yourself!
5. Flexibility
Yes, you do want a prof who is flexible... where it counts. The author says that profs should realize students are taking more courses than just theirs. We do! And we teach more than one class, too. However, we have objectives to cover. Those objectives are not typically just chosen by us, but rather by a department, committees, and administrators. We have to teach a certain amount of material. It's college--it's meant to be rigorous!
Where I do agree that students want flexibility is in scheduling, such as if the entire class isn't "getting it" or if some other issue happens that requires a democratic revisiting of the syllabus. Unfortunately, unless you ask the prof straight out, "Hey, let me give you a scenario: Whole class falls behind. Do you stick to the schedule? Or change it?", you just aren't going to know just how flexible the prof is until you're already knee-deep in class.
What can you say? Once you're in the class, ask for a schedule change if it's warranted: "Can we re-look at the schedule since we seem to need more time covering this material?" Have your other classmates ask individually, too. There is power in many single voices... more power than you saying, "Everyone's not getting this!", which can water down your argument/request.
4. Personality.
Ugh. Hollywood, reality TV, and celebrities are not good for profs. We are on a "stage" every day and if we don't have enough personality, then the recommendation is to avoid us! Once again, there is no way to know about personality until you are in the class. Even a rock-star prof can have an off day or two... sometimes an off-term!
The author of the TalkNerdy piece suggests that if a prof calls on students at random and "makes them feel uncomfortable," this is another personality warning sign. My wonderful student readers, let's trade places for a second: Picture yourself standing in front of a class, asking a question, and waiting out three minutes (or more) of stone cold silence. We don't call on students to make them feel uncomfortable; we do it in the desperate hopes of engaging students in discussion. Also, we want all students to have a voice, rather than those who always speak up. Some profs don't know students' names; it's a bonus if they care enough to know yours and try to get you to talk.
What can you do? Speak up in class so you don't have to worry about being called on! Your thoughts don't have to be perfect like I discussed in this post. Your prof have an unpleasant personality? Guess what? A term is only about 10 to 15 weeks. You will learn a great deal about yourself by working with someone who doesn't entirely click with you. It's going to happen sooner or later with a boss or co-worker, so think of your no-personality prof as great work experience!
3. Clarity
I fully agree that students should understand their professors and not feel perpetually perplexed by what they are saying. But this is where students need to advocate for themselves. Your prof needs to know that you are confused--it will make him a stronger educator. How he responds to your request for clarity is what you need to look at, not so much whether the prof is consistently clear to begin with. Once again, there is no way you are going to know how comprehensible the prof is until you are in that person's class a time or two.
What can you say? Ask a ton of questions in class, such as "Before you go on, could you please clarify...?" even if it holds up the lecture. Chances are, other students will be so glad you did! If you are still confused, go see your prof during office hours or send him/her an e-mail saying, "Professor Jones, these concepts are not coming across clearly. Can we send you some questions that you will address at the beginning of class? Can we have a Q & A session at the beginning or end of the next class?"
2. Relevancy
The author is dead-on that profs should not assign busywork, nor should they "birdwalk" too far away in their lectures. But, how will a student know if what they are doing is busywork? Many of us assign smaller, incremental assignments to a) give students practice; and b) so we can offer feedback before a more high-stakes assignment/exam. Something else to think about: How many exams/quizzes are you assigned in your class? Not many? Your prof has to spend your points somewhere. If he/she isn't going to test or quiz you a bunch, then he's going to need you to write, speak, analyze, discussion forum post, etc. Again, make sure that what you are calling busywork... is.
With respect to getting too far off-topic in class, profs are definitely guilty of this. If it happens once or twice, that's fine and a little frustrating. A habit is unacceptable.
What can you say? If you are concerned about how the work you are doing relates to the overall course objectives, then say, "Professor, can you explain how this assignment fits in with what we're learning right now?" If your professor can't answer that question, then you can either do the work anyway and take the points offered, or you can challenge having to do it in the first place.
And the tangent? Interrupt your prof's narrative about her last vacation and ask questions directly related to the material. You can get another classmate to do the same. That should get your prof back on track. If this doesn't work, then self-advocacy comes into play again. Say to your prof (or write it in an e-mail), "I'm afraid we're getting off track in class and I want to make sure I understand the material" or "It seems like we're behind and I'm concerned" or "I noticed we didn't cover Chapter 12 today like it says in the schedule. Will we be getting to this tomorrow?" If you remain backlogged the entire term and this ultimately affects your grade, then you can take the issue higher to a division chair or dean. Chances are, your prof will make the adjustments. He/she doesn't want to fall behind either.
1. Approachability
The author has it right on all counts here... and you can learn about a prof's approachability early by a quick visit to his/her office before you take the class. Hopefully, you'll get a warm, welcoming, fuzzy feeling, but if you don't, the person could be rushed or having an off-day. Don't let this be a deterrent to taking the class. Instead, make sure the prof is available to you when you need help.
What can you say? "What are your office hours?" "Do you respond to e-mails in 'off' hours, like nights and weekends?" "What's your policy on reviewing work early?" A prof's responses to these questions will give you insight into her approachability. But remember, the prof is required to have office hours. Even if this person does not review work early or answer e-mails at a time that you'd need, you can still go to their office hours or set an appointment to make contact. So, essentially, you have the right to make the prof approachable... by approaching them.
I have said before in this blog that "like" is a bonus in the student-professor relationship... nice to have, but not a requirement. Your prof is required to deliver sound instruction, engage you in the learning process, and assist you when you need it.
Do I want you to love every prof you come into contact with? Of course, I do!
Loving a prof means that you will hopefully love or like their subject matter and love learning!
But the truth is that you're not going to love or even like every prof.
The good news is that you can deal with some of the "unlikeable" qualities and get through your term successfully!
The better news is that, like I said before, the term will, indeed... end. And, you will be so proud of yourself for getting through it!
Students, have you researched your profs ahead of time? How has this helped you? How have you previously gotten through a term with a prof that you didn't click with? Faculty, what do you think about the advice in the NSCS piece? I'd love to know!
Showing posts with label communicating with professors. Show all posts
Showing posts with label communicating with professors. Show all posts
Tuesday, November 8, 2011
Monday, June 27, 2011
Want Your Prof to "Notice" You? Tweak This Advice Before You Take It
If you are a student reading this post, maybe you've seen the following phrase in other college success advice:
"Get your professor to notice you."
(I've also seen this variation: "Get your professor to like you.").
As I read college success tips in books that I've reviewed or blogs/articles/research via Twitter, I keep seeing this idea of being noticed or liked by a professor. It reminds me of articles I used to see in Glamour or Seventeen Magazine about how girls can get guys to notice/like them. Even a hint of correlation makes me shiver a little bit. Maybe this is why I've been reviewing this advice with a particularly sharp eye.
From a student perspective, getting a prof to notice and like you sounds like a good thing, doesn't it? If a prof "notices you", maybe you'll get better grades, or the class will be easier. If the prof "likes you", maybe you can turn in work late or you can be absent more, right?
With those benefits that will likely not happen (sorry to disappoint!), should you take the advice that you read on becoming noticed or liked by your professor? I say that some of it could use a reframe... a tweak, if you will. I'll explain as I discuss three tips I've come across:
Tip #1: Sit in the front row.
I have seen this one more than any others.
I struggle with it.
Why?
Because history tells me that my most incredibly engaged, contributing students can--believe it or not--sit anywhere in the room, including the very back! And guess what? I "notice" students with their hands raised and their enthusiastic/thoughtful participation in activities and discussion, regardless of their location.
I don't even need a GPS to find them!
I was an excellent student (except for my blip in the summer class that I discussed in this post), and my seat of choice was always near the back, close to the door. (I also like aisle seats on planes and in movie theaters. Yes, it may seem a little strange and I'm okay with that).
Did this send my profs the nonverbal message that I'm not an engaged student? I hope not because I certainly didn't behave that way. I spoke up in class. I took part in the activities. I participated in class conversations. I am certain that this can happen from any part of the room.
Likewise, I've seen some students in the front row:
-fail to make regular eye contact
-text
-doodle
-study for other classes
See what I can see in the front row?
Now, granted, I don't teach 300-student lecture classes. However, even if I did, I find it hard to believe that professors give preferential treatment or more favorable grades to students simply because they recognize them as the front row crew.
Also, what if your prof walks around the classroom a lot? Then, that front row is ever-changing, isn't it?
I totally get that some students in the front row are there because they pay closer attention and they want their profs to see them paying close attention. Other students think about participation points and how it will be easier to receive them in the front row.
If your prof has a participation policy, then the onus is on your prof to know who you are and to track your interactions. The magic isn't in your seat position; the magic is in you doing what is required to earn those points.
Bottom line? If you love to sit at the head of the class or prefer it for personal or practical reasons, then pitch your tent and stake your claim. But, rest assured that the prof seeing your face isn't what will get you better grades. Being an active in-class participant will.
Tip #2: Get to know your prof's interests, even take a jog with him/her on the track. They might become a good friend.
I have seen the term "friend" and "professor" used in tandem too many times for my comfort. This concerns me on two levels: First, the question of whether students and professors should be friends, and second, the idea that befriending the prof and aligning your interests with theirs will grant you better grades.
Regarding the student-prof friend dynamic, I distinctly remember one of my Post-Secondary Ed profs (undergrad) saying this on the subject: "A professor gains a friend and a student loses a mentor."
Seem like an extreme comment? Mentors become friends all the time, right? Of course! I'm not discounting that fact.
While I didn't get this statement at all during my undergrad years, I figured out what some of it meant in grad school:
I had a female prof who was actually not far from my age. Many of my cohorts called her by her first name (likely by her choice), though interestingly, they always called our more senior profs "Dr." Now I called this female prof "Dr." because I was taught that you address people of seniority by their titles.
(I still address my daughter's K-2 teachers as Ms. or Mr., too. It's a hard habit to break when I'm doing the addressing. Even weirder? My own students call me "Ellen" and I'd have it no other way!).
I respected this prof tremendously. She gave me academic and career advice that I share with others to this day (I would have never known about a teaching philosophy or a teaching portfolio without her). However, when the class ended and we became "friendly" (not necessarily friends--there's a difference), I noticed a perception shift. I wasn't feeling negatively about her, just different.
Knowing Dr. more as a person still made her awesome to me, but I was less awed by her, if that makes sense. My feelings had nothing to do with her, but about how I changed when I was around her. I realized I sort of liked that little nervousness that kept me on my "professional" toes around Dr. when she was less of my friend and all of my professor.
All this said, I believe (and practice in my own career) that there are and should be some personal boundaries between students and professors, and I believe those boundaries stand to greatly benefit students while the professional relationship is in place.
I realize that some reading may think I'm drawing too sharp a line here. I'm not saying your professor can't get to know about you on a less-superficial level, and even in some aspects on a deeper level, such as your career aspirations, your concerns about college, as a whole, other professors, your interest in their teaching area, etc.
By all means, if you are having a personal struggle that threatens your classwork, you may choose to share that with your professor. For me, if a student discloses that they are having a major crisis outside of class, I don't necessarily need details about the issue, but I can help with the in-class ramifications. Likewise, I can guide the student to free counseling services on campus, which, sadly, so few who I have referred actually knew about, but were incredibly thankful once they did!
I suppose we're talking about semantics, but in my mind, the person who fills the role I describe is not called a friend, but a helpful adviser, a trusted mentor, and a knowledgeable, caring teacher. A professor may certainly turn into a friend after you are outside of the professional working relationship. Or not.
If you perceive that befriending your professor will improve your grades because you each know each other on a different level, ethically, that should never be the case. In fact, while you look at your professor as a mentor, it is often far, far easier to take their constructive criticism and feedback when you believe that is his/her job.
When your prof is suddenly your jogging buddy, the lines of what their job should be can feel blurry and uncomfortable. Even worse is when you've suddenly formed an interest in jogging for the sole (no pun intended!) reason of befriending your prof.
You have all the time in the world after your class to get to know your professor on a different level--if that is agreeable to and comfortable for both of you. But while you're in class? Let that person be your mentor, your guide, your teacher. Be a professional just like you would in any other work-related setting.
Tip #3: Send your professor an e-mail, even if you don't know what to say.
Keeping the lines of communication open with your prof is a key recommendation, and I believe that can start even before you enter your first class. The introductory e-mail can make you more comfortable about starting, and provides a springboard for the face-to-face introduction i.e., "I'm the student who e-mailed you."
However, don't force a conversation or ask a question just because you think e-mailing your prof is going to get them to remember you or like you. Professors--most people, really--have a sixth sense about when someone is cozying up just to get on their good side. You don't want to be "noticed" for the wrong reason, like being insincere.
If you want to connect with your prof before your class or after your first class, do it genuinely. You can say the following:
"My name is Ellen Bremen. I wanted to just say hello and tell you I'm looking forward to your class."
or
"I wonder if you have a syllabus I can take a look at before class. I don't mind if it is one from last term."
or
"I am wondering if you have a policy about early review of work? Are you willing to look at drafts? When should I turn that in?" (this information could be on the syllabus, but definitely ask if it isn't).
or
"I have a concern about this class. What are your office hours so I can come discuss it with you?"
or
"I was looking at the content/syllabus/schedule and I have a specific question about _________."
These are all legitimate questions and, sure, you may earn your professor's early respect for being proactive. But if you don't send the e-mail, this does not mean you will not have a good working relationship with your professor.
Remember, while you are in class, your relationship with your professor is business. You don't need to be "noticed" to get strong grades.
No schmoozing necessary.
Be engaged.
Be respectful.
Be proactive.
Be diligent and dedicated to excellence in your class work.
And remember, you can do all of these things and sit wherever you feel most comfortable.
Students, where do you sit in class? Do you believe that you have to get a prof to notice or like you in order to improve your standing or your grade? Colleagues, what is your take?
(I am all about giving credit where it is due and I've seen variations of these tips in more places than I can effectively reference. But I will reference two: This article on Campus Spash discussing moves that a student should make on the first day of class, and this article on profs and Facebook friends from USA Today College. Both of this pieces contained extremely useful advice... and there were parts I thought important to expand on.)
"Get your professor to notice you."
(I've also seen this variation: "Get your professor to like you.").
As I read college success tips in books that I've reviewed or blogs/articles/research via Twitter, I keep seeing this idea of being noticed or liked by a professor. It reminds me of articles I used to see in Glamour or Seventeen Magazine about how girls can get guys to notice/like them. Even a hint of correlation makes me shiver a little bit. Maybe this is why I've been reviewing this advice with a particularly sharp eye.
From a student perspective, getting a prof to notice and like you sounds like a good thing, doesn't it? If a prof "notices you", maybe you'll get better grades, or the class will be easier. If the prof "likes you", maybe you can turn in work late or you can be absent more, right?
With those benefits that will likely not happen (sorry to disappoint!), should you take the advice that you read on becoming noticed or liked by your professor? I say that some of it could use a reframe... a tweak, if you will. I'll explain as I discuss three tips I've come across:
Tip #1: Sit in the front row.
I have seen this one more than any others.
I struggle with it.
Why?
Because history tells me that my most incredibly engaged, contributing students can--believe it or not--sit anywhere in the room, including the very back! And guess what? I "notice" students with their hands raised and their enthusiastic/thoughtful participation in activities and discussion, regardless of their location.
I don't even need a GPS to find them!
I was an excellent student (except for my blip in the summer class that I discussed in this post), and my seat of choice was always near the back, close to the door. (I also like aisle seats on planes and in movie theaters. Yes, it may seem a little strange and I'm okay with that).
Did this send my profs the nonverbal message that I'm not an engaged student? I hope not because I certainly didn't behave that way. I spoke up in class. I took part in the activities. I participated in class conversations. I am certain that this can happen from any part of the room.
Likewise, I've seen some students in the front row:
-fail to make regular eye contact
-text
-doodle
-study for other classes
See what I can see in the front row?
Now, granted, I don't teach 300-student lecture classes. However, even if I did, I find it hard to believe that professors give preferential treatment or more favorable grades to students simply because they recognize them as the front row crew.
Also, what if your prof walks around the classroom a lot? Then, that front row is ever-changing, isn't it?
I totally get that some students in the front row are there because they pay closer attention and they want their profs to see them paying close attention. Other students think about participation points and how it will be easier to receive them in the front row.
If your prof has a participation policy, then the onus is on your prof to know who you are and to track your interactions. The magic isn't in your seat position; the magic is in you doing what is required to earn those points.
Bottom line? If you love to sit at the head of the class or prefer it for personal or practical reasons, then pitch your tent and stake your claim. But, rest assured that the prof seeing your face isn't what will get you better grades. Being an active in-class participant will.
Tip #2: Get to know your prof's interests, even take a jog with him/her on the track. They might become a good friend.
I have seen the term "friend" and "professor" used in tandem too many times for my comfort. This concerns me on two levels: First, the question of whether students and professors should be friends, and second, the idea that befriending the prof and aligning your interests with theirs will grant you better grades.
Regarding the student-prof friend dynamic, I distinctly remember one of my Post-Secondary Ed profs (undergrad) saying this on the subject: "A professor gains a friend and a student loses a mentor."
Seem like an extreme comment? Mentors become friends all the time, right? Of course! I'm not discounting that fact.
While I didn't get this statement at all during my undergrad years, I figured out what some of it meant in grad school:
I had a female prof who was actually not far from my age. Many of my cohorts called her by her first name (likely by her choice), though interestingly, they always called our more senior profs "Dr." Now I called this female prof "Dr." because I was taught that you address people of seniority by their titles.
(I still address my daughter's K-2 teachers as Ms. or Mr., too. It's a hard habit to break when I'm doing the addressing. Even weirder? My own students call me "Ellen" and I'd have it no other way!).
I respected this prof tremendously. She gave me academic and career advice that I share with others to this day (I would have never known about a teaching philosophy or a teaching portfolio without her). However, when the class ended and we became "friendly" (not necessarily friends--there's a difference), I noticed a perception shift. I wasn't feeling negatively about her, just different.
Knowing Dr. more as a person still made her awesome to me, but I was less awed by her, if that makes sense. My feelings had nothing to do with her, but about how I changed when I was around her. I realized I sort of liked that little nervousness that kept me on my "professional" toes around Dr. when she was less of my friend and all of my professor.
All this said, I believe (and practice in my own career) that there are and should be some personal boundaries between students and professors, and I believe those boundaries stand to greatly benefit students while the professional relationship is in place.
I realize that some reading may think I'm drawing too sharp a line here. I'm not saying your professor can't get to know about you on a less-superficial level, and even in some aspects on a deeper level, such as your career aspirations, your concerns about college, as a whole, other professors, your interest in their teaching area, etc.
By all means, if you are having a personal struggle that threatens your classwork, you may choose to share that with your professor. For me, if a student discloses that they are having a major crisis outside of class, I don't necessarily need details about the issue, but I can help with the in-class ramifications. Likewise, I can guide the student to free counseling services on campus, which, sadly, so few who I have referred actually knew about, but were incredibly thankful once they did!
I suppose we're talking about semantics, but in my mind, the person who fills the role I describe is not called a friend, but a helpful adviser, a trusted mentor, and a knowledgeable, caring teacher. A professor may certainly turn into a friend after you are outside of the professional working relationship. Or not.
If you perceive that befriending your professor will improve your grades because you each know each other on a different level, ethically, that should never be the case. In fact, while you look at your professor as a mentor, it is often far, far easier to take their constructive criticism and feedback when you believe that is his/her job.
When your prof is suddenly your jogging buddy, the lines of what their job should be can feel blurry and uncomfortable. Even worse is when you've suddenly formed an interest in jogging for the sole (no pun intended!) reason of befriending your prof.
You have all the time in the world after your class to get to know your professor on a different level--if that is agreeable to and comfortable for both of you. But while you're in class? Let that person be your mentor, your guide, your teacher. Be a professional just like you would in any other work-related setting.
Tip #3: Send your professor an e-mail, even if you don't know what to say.
Keeping the lines of communication open with your prof is a key recommendation, and I believe that can start even before you enter your first class. The introductory e-mail can make you more comfortable about starting, and provides a springboard for the face-to-face introduction i.e., "I'm the student who e-mailed you."
However, don't force a conversation or ask a question just because you think e-mailing your prof is going to get them to remember you or like you. Professors--most people, really--have a sixth sense about when someone is cozying up just to get on their good side. You don't want to be "noticed" for the wrong reason, like being insincere.
If you want to connect with your prof before your class or after your first class, do it genuinely. You can say the following:
"My name is Ellen Bremen. I wanted to just say hello and tell you I'm looking forward to your class."
or
"I wonder if you have a syllabus I can take a look at before class. I don't mind if it is one from last term."
or
"I am wondering if you have a policy about early review of work? Are you willing to look at drafts? When should I turn that in?" (this information could be on the syllabus, but definitely ask if it isn't).
or
"I have a concern about this class. What are your office hours so I can come discuss it with you?"
or
"I was looking at the content/syllabus/schedule and I have a specific question about _________."
These are all legitimate questions and, sure, you may earn your professor's early respect for being proactive. But if you don't send the e-mail, this does not mean you will not have a good working relationship with your professor.
Remember, while you are in class, your relationship with your professor is business. You don't need to be "noticed" to get strong grades.
No schmoozing necessary.
Be engaged.
Be respectful.
Be proactive.
Be diligent and dedicated to excellence in your class work.
And remember, you can do all of these things and sit wherever you feel most comfortable.
Students, where do you sit in class? Do you believe that you have to get a prof to notice or like you in order to improve your standing or your grade? Colleagues, what is your take?
(I am all about giving credit where it is due and I've seen variations of these tips in more places than I can effectively reference. But I will reference two: This article on Campus Spash discussing moves that a student should make on the first day of class, and this article on profs and Facebook friends from USA Today College. Both of this pieces contained extremely useful advice... and there were parts I thought important to expand on.)
Tuesday, April 26, 2011
Scooby Brownies and Dead Squirrels: Why You Should Run Ideas By Your Prof... and Listen to Their Feedback!
Student wanted to teach the class how to make brownies.
Background scene-setting: I was in graduate school. As a graduate assistant, I taught a 101-level public speaking course. One of the major required speeches was a demonstration speech. I always encourage students to tell me their topics ahead of time so I can do what an instructor is supposed to do: Help them with their content, ideas, references, etc. This student was taking my advice.
"I think your audience may already know how to make brownies," I said. "The goal of a demonstration speech is similar to an informative speech: You want to raise the awareness of your audience. Teach them something new."
"Like what?" Student said.
"Well, if you want to do something with brownies, what about another variation of brownie? Rocky road brownies? Low-fat brownies? Brownies with cream cheese swirls?"
Student nodded and suddenly looked confident. "I think I see what you mean now," he said.
Student left and I felt pleased with myself. I helped with an "ah ha" moment. I loved teaching communication already!
Fast-forward to the day of the speech. Student strides to the speaking area, lays out his materials, smiles at all of us in the audience. He begins:
"How many of you watched Scooby Doo when you were a child?"
A number of students raised their hand.
Student continues: "I have a few facts to share that I bet you didn't know about the Scooby Doo show. They were all on a psychedelic drug trip. That's right... All those kids were doing drugs."
My students laughed. I think I threw up in my mouth a little.
Something told me that these brownies would not be the ones I've seen on the Food Network.
Student continued: "Now, of course they couldn't show you the drugs 'cuz it was a kids show, right? No. They did the drugs another way. So, today, I'm going to teach you to make Scooby's Brownie Surprise. You can do it in three simple steps."
Student looks at me and smiles proudly, as if to say, "Ms. B., I took a new twist on the topic--just like you told me! And check me out, nailing my thesis and mapping statement!"
Where the speech went from here (not very far!) isn't the point of this post. Suffice it to say, I intervened, but being a new instructor, I fumbled over the process and learned from it.
Thankfully, Student didn't have any actual "ingredient" ("Like I'm really going to give it away in class, Ms. B!" he said) on him.
Instead of focusing on what the student was speaking about--definitely a memorable day in the Annals of My Teaching--let's focus on how the communication went down:
Student did the right thing by coming to me early about the topic. However, the alteration required an instructor reconnect. This was not the first time that a student quasi-informed me of what they planned to do and then took a very liberal twist on my advice. Or, worst, completely ran off the rails and just did whatever they wanted, despite my perception that their approach needed a change.
Some examples:
-Two students in the past few quarters who were hell-bent on delivering yet another speech on legalizing marijuana. I told both of them that if they wanted to do this topic, they needed to find a fresh, new angle on the subject. I've been asked about this particular topic so much over the years that one day, I spent part of my afternoon researching "pot news" (yes, on my state computer, but I did check with AT to make sure this was okay) so I could make some suggestions on how to tackle the topic by highlighting new legislation. What did each student do? Deliver yet the same, everyday speech on why we should legalize marijuana. I remember one speech being far more passionate than the other, but no new twist. No new angle. No favorable grade on either, mostly due to lack of quality sources.
-A student who wanted to bring her pet chick to class to discuss how to raise a baby chick. I said, "Live animals are unpredictable and can distract the audience so they don't listen to your speech." For a little levity, I added, "And, the chick might poop on the floor." The student did bring the chick to class. The students were greatly distracted. And, that squishy chick poop stained the carpet.
-Every student who approaches me each quarter wanting to do a speech on quitting smoking or some form of exercise. My answer is always the same: "The audience knows that they should be doing it (exercise) or that they shouldn't be doing it (smoking). What new angle can you take on this subject so they will listen to you?" Yet again, the same exercise and smoking speech occurs. Wait, I should have put global warming in that topic thread, too.
And, finally, ranking right up there in the Scooby Brownie Hall of Fame ...
-A student who wanted a unique visual to go along with a presentation she was doing on poverty. I suggested an image or maybe a graph with some surprising statistics. What visual aid did Student land on? A frozen squirrel, wrapped in tin foil, in a Ziploc freezer bag. Student asked the audience to imagine the smell if the bag were opened. The stench of the rotting, dead squirrel equated to the stench of poverty. And we'd better do something about it.
(I know what you're thinking. Yes, these stories are all TRUE.)
What's the communication lesson?
First, tell your prof what you plan to do.
I'll elaborate on the issue of students failing to ask for any help in a future blog post. I'll start the conversation here:
Too many students keep their ideas for papers, speeches, and projects to themselves, never gaining important feedback on if their idea is viable, credible, too broad, too narrow, too complicated, too anything. However, if your professor will be evaluating your work, doesn't it make sense to ask that person's opinion on what you are doing to ensure you are on the right track?
You don't want to find out when your grade comes back that you missed the mark just because you didn't run your idea by your prof!
Again, Scooby Brownie Student did the right thing by coming to me, so I do have to applaud that effort. (In retrospect, I should have supported those mundane brownies!).
One side note: When you tell your professor what you are doing, be confident that it is what you want to do. So many well-meaning students ask me, "Which topic do you think is best?"
My response to the student is always: "Let me turn that around: Which one of these topics are you most passionate about? Which one can you put yourself behind and feel good about? Which one will have credible research? Which one will meet the time limits for your presentation?"
The whole reason for my existence on campus is not to hear speeches or read papers about things that I love, like, or can even tolerate. I always tell the student that my feedback is not about me. But it is my job to see the bigger picture: Encouraging the student to pick a topic that they can put their heart and head behind--one that is researchable and viable, and that meets the assignment requirements.
Second, listen to the feedback you are given!
Although I know that an honest evaluation of what I believe will work and not work in speech topics, papers, etc. can hugely piss students off, I'd rather be up-front with that hard conversation a) before the student has already produced a boat-load of work; or b) before my evaluation is official and requires a grade.
Your prof's job is to help you work with your ideas. You shouldn't have to totally abandon them, but you may have to tweak your angle or find a new approach. And guess what this is going to require? Time and research! This means you need to talk to your prof early so you will have the time to do the research that you need.
When you hear from your prof that your topic won't work, that person should instead tell you another way to bend what you want to do. If that doesn't happen, try to first come up with some alternate ideas yourself and say, "What if I just use this part of the topic? Would that give it the focus it needs?"
Or, if you are totally lost, you could say, "Can you give me some examples of what another version of my topic would look like?"
Keep in mind that your professor does not know everything about every topic. But someone who has access to that information is your favorite neighborhood librarian. Never be afraid to use your campus librarians or even the librarians at your public library, who can help you with ideas that are viable and researchable.
Bottom line: Listen to what your prof has to say and heed the advice! If your prof is helping you ahead of time, he/she has nothing to stand to gain or lose if you take the advice or not. In fact, that person is spending extra time to ensure that you are successful. If you strongly disagree with the advice, say so and ask for further rationale of the prof's position. See if you can reach a compromise.
If you decide to run with your original idea. Don't be surprised if you receive the same exact feedback that the person gave you already, but this time with a grade that you might not expect.
Will this be because the prof hates you because you didn't accept the advice? That would make a great story, but no. There may have been absolutely nothing wrong with your plan under other circumstances, but it may not have done what it needed to do for this particular class. Your low grade and pointed evaluation will happen because your prof told you what would work for the assignment... and you decided to go with your plan anyway.
Finally, if your plan vastly changes, go back to Step #1.
After you change your approach, don't do what Scooby Brownie Student did and just run with it. Pass your new idea by your professor. Say "I did some research and here is the new angle I've decided to take with this topic. Can you tell me if I'm on the right track now?"
In Student's case, this person probably did not want to hear what I had to say. The idea probably seemed brilliant at the time (and I can only imagine what was happening at that time), and there was a fair chance I wasn't going to go along with it.
I've seen this time and time again: Either students are so married to an idea that they can't see outside or around it, or they simply don't want to invest the necessary time to give their idea a proper fit for the assignment specs. Sadly, my feedback and their grade tells the final story, and I can't stand the fact that we could have done something about it earlier.
Take a step back from what you want to do. Listen to your prof tell you what you need to do. You'll probably be happier with the outcome.
I have always said that there are as many interesting student stories as days that I spend in the classroom. In all of the situations I mentioned, I hope that the students learned from their decisions. I have certainly learned far more from the times I decided to "go my own way" when I thought I knew it all. I remember many of those instances being painful at the time, however.
As I write these last few lines, I'm laughing to myself: I just remembered, and it is quite fitting: My 7-year-old asked if we could make brownies this week to celebrate a camp performance that she had this past Friday.
They aren't going to be your run-of-the mill ordinary brownies.
No way.
We're keeping a little healthier around here and we're going to make the "No Pudge" variety.
The "surprise" ingredient?
Light or fat-free yogurt.
If only Student could have gotten that this twist on the norm was more what I had in mind.
Background scene-setting: I was in graduate school. As a graduate assistant, I taught a 101-level public speaking course. One of the major required speeches was a demonstration speech. I always encourage students to tell me their topics ahead of time so I can do what an instructor is supposed to do: Help them with their content, ideas, references, etc. This student was taking my advice.
"I think your audience may already know how to make brownies," I said. "The goal of a demonstration speech is similar to an informative speech: You want to raise the awareness of your audience. Teach them something new."
"Like what?" Student said.
"Well, if you want to do something with brownies, what about another variation of brownie? Rocky road brownies? Low-fat brownies? Brownies with cream cheese swirls?"
Student nodded and suddenly looked confident. "I think I see what you mean now," he said.
Student left and I felt pleased with myself. I helped with an "ah ha" moment. I loved teaching communication already!
Fast-forward to the day of the speech. Student strides to the speaking area, lays out his materials, smiles at all of us in the audience. He begins:
"How many of you watched Scooby Doo when you were a child?"
A number of students raised their hand.
Student continues: "I have a few facts to share that I bet you didn't know about the Scooby Doo show. They were all on a psychedelic drug trip. That's right... All those kids were doing drugs."
My students laughed. I think I threw up in my mouth a little.
Something told me that these brownies would not be the ones I've seen on the Food Network.
Student continued: "Now, of course they couldn't show you the drugs 'cuz it was a kids show, right? No. They did the drugs another way. So, today, I'm going to teach you to make Scooby's Brownie Surprise. You can do it in three simple steps."
Student looks at me and smiles proudly, as if to say, "Ms. B., I took a new twist on the topic--just like you told me! And check me out, nailing my thesis and mapping statement!"
Where the speech went from here (not very far!) isn't the point of this post. Suffice it to say, I intervened, but being a new instructor, I fumbled over the process and learned from it.
Thankfully, Student didn't have any actual "ingredient" ("Like I'm really going to give it away in class, Ms. B!" he said) on him.
Instead of focusing on what the student was speaking about--definitely a memorable day in the Annals of My Teaching--let's focus on how the communication went down:
Student did the right thing by coming to me early about the topic. However, the alteration required an instructor reconnect. This was not the first time that a student quasi-informed me of what they planned to do and then took a very liberal twist on my advice. Or, worst, completely ran off the rails and just did whatever they wanted, despite my perception that their approach needed a change.
Some examples:
-Two students in the past few quarters who were hell-bent on delivering yet another speech on legalizing marijuana. I told both of them that if they wanted to do this topic, they needed to find a fresh, new angle on the subject. I've been asked about this particular topic so much over the years that one day, I spent part of my afternoon researching "pot news" (yes, on my state computer, but I did check with AT to make sure this was okay) so I could make some suggestions on how to tackle the topic by highlighting new legislation. What did each student do? Deliver yet the same, everyday speech on why we should legalize marijuana. I remember one speech being far more passionate than the other, but no new twist. No new angle. No favorable grade on either, mostly due to lack of quality sources.
-A student who wanted to bring her pet chick to class to discuss how to raise a baby chick. I said, "Live animals are unpredictable and can distract the audience so they don't listen to your speech." For a little levity, I added, "And, the chick might poop on the floor." The student did bring the chick to class. The students were greatly distracted. And, that squishy chick poop stained the carpet.
-Every student who approaches me each quarter wanting to do a speech on quitting smoking or some form of exercise. My answer is always the same: "The audience knows that they should be doing it (exercise) or that they shouldn't be doing it (smoking). What new angle can you take on this subject so they will listen to you?" Yet again, the same exercise and smoking speech occurs. Wait, I should have put global warming in that topic thread, too.
And, finally, ranking right up there in the Scooby Brownie Hall of Fame ...
-A student who wanted a unique visual to go along with a presentation she was doing on poverty. I suggested an image or maybe a graph with some surprising statistics. What visual aid did Student land on? A frozen squirrel, wrapped in tin foil, in a Ziploc freezer bag. Student asked the audience to imagine the smell if the bag were opened. The stench of the rotting, dead squirrel equated to the stench of poverty. And we'd better do something about it.
(I know what you're thinking. Yes, these stories are all TRUE.)
What's the communication lesson?
First, tell your prof what you plan to do.
I'll elaborate on the issue of students failing to ask for any help in a future blog post. I'll start the conversation here:
Too many students keep their ideas for papers, speeches, and projects to themselves, never gaining important feedback on if their idea is viable, credible, too broad, too narrow, too complicated, too anything. However, if your professor will be evaluating your work, doesn't it make sense to ask that person's opinion on what you are doing to ensure you are on the right track?
You don't want to find out when your grade comes back that you missed the mark just because you didn't run your idea by your prof!
Again, Scooby Brownie Student did the right thing by coming to me, so I do have to applaud that effort. (In retrospect, I should have supported those mundane brownies!).
One side note: When you tell your professor what you are doing, be confident that it is what you want to do. So many well-meaning students ask me, "Which topic do you think is best?"
My response to the student is always: "Let me turn that around: Which one of these topics are you most passionate about? Which one can you put yourself behind and feel good about? Which one will have credible research? Which one will meet the time limits for your presentation?"
The whole reason for my existence on campus is not to hear speeches or read papers about things that I love, like, or can even tolerate. I always tell the student that my feedback is not about me. But it is my job to see the bigger picture: Encouraging the student to pick a topic that they can put their heart and head behind--one that is researchable and viable, and that meets the assignment requirements.
Second, listen to the feedback you are given!
Although I know that an honest evaluation of what I believe will work and not work in speech topics, papers, etc. can hugely piss students off, I'd rather be up-front with that hard conversation a) before the student has already produced a boat-load of work; or b) before my evaluation is official and requires a grade.
Your prof's job is to help you work with your ideas. You shouldn't have to totally abandon them, but you may have to tweak your angle or find a new approach. And guess what this is going to require? Time and research! This means you need to talk to your prof early so you will have the time to do the research that you need.
When you hear from your prof that your topic won't work, that person should instead tell you another way to bend what you want to do. If that doesn't happen, try to first come up with some alternate ideas yourself and say, "What if I just use this part of the topic? Would that give it the focus it needs?"
Or, if you are totally lost, you could say, "Can you give me some examples of what another version of my topic would look like?"
Keep in mind that your professor does not know everything about every topic. But someone who has access to that information is your favorite neighborhood librarian. Never be afraid to use your campus librarians or even the librarians at your public library, who can help you with ideas that are viable and researchable.
Bottom line: Listen to what your prof has to say and heed the advice! If your prof is helping you ahead of time, he/she has nothing to stand to gain or lose if you take the advice or not. In fact, that person is spending extra time to ensure that you are successful. If you strongly disagree with the advice, say so and ask for further rationale of the prof's position. See if you can reach a compromise.
If you decide to run with your original idea. Don't be surprised if you receive the same exact feedback that the person gave you already, but this time with a grade that you might not expect.
Will this be because the prof hates you because you didn't accept the advice? That would make a great story, but no. There may have been absolutely nothing wrong with your plan under other circumstances, but it may not have done what it needed to do for this particular class. Your low grade and pointed evaluation will happen because your prof told you what would work for the assignment... and you decided to go with your plan anyway.
Finally, if your plan vastly changes, go back to Step #1.
After you change your approach, don't do what Scooby Brownie Student did and just run with it. Pass your new idea by your professor. Say "I did some research and here is the new angle I've decided to take with this topic. Can you tell me if I'm on the right track now?"
In Student's case, this person probably did not want to hear what I had to say. The idea probably seemed brilliant at the time (and I can only imagine what was happening at that time), and there was a fair chance I wasn't going to go along with it.
I've seen this time and time again: Either students are so married to an idea that they can't see outside or around it, or they simply don't want to invest the necessary time to give their idea a proper fit for the assignment specs. Sadly, my feedback and their grade tells the final story, and I can't stand the fact that we could have done something about it earlier.
Take a step back from what you want to do. Listen to your prof tell you what you need to do. You'll probably be happier with the outcome.
I have always said that there are as many interesting student stories as days that I spend in the classroom. In all of the situations I mentioned, I hope that the students learned from their decisions. I have certainly learned far more from the times I decided to "go my own way" when I thought I knew it all. I remember many of those instances being painful at the time, however.
As I write these last few lines, I'm laughing to myself: I just remembered, and it is quite fitting: My 7-year-old asked if we could make brownies this week to celebrate a camp performance that she had this past Friday.
They aren't going to be your run-of-the mill ordinary brownies.
No way.
We're keeping a little healthier around here and we're going to make the "No Pudge" variety.
The "surprise" ingredient?
Light or fat-free yogurt.
If only Student could have gotten that this twist on the norm was more what I had in mind.
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