Teaching

I've been doing a lot of thinking about teaching lately. I've also been doing a lot of being exhausted and generally not feeling well. Perhaps that contributed to my general malaise about teaching.

After grading the first round of papers from my four classes of up to 46 students, I've discovered that my students have a wide range of abilities. For the assignment, they had to take a short primary document written in 1777 and answer 3 questions. The answers to the first 2 questions were in the book. They had to think about the 3rd question. So, this assignment let me evaluate if they'd read, if they understood what they read, and if they could take one step beyond the book to analyze what they read.

I learned that some of my students can write beautifully, presenting a thoughtful and organized set of ideas that not only summarize the material, but offers an interpretation. Others can summarize well but are reluctant to analyze, because analysis requires going beyond what's in the text to offer an informed opinion. Much easier and safer to repeat what's in the book. And, finally, there are the ones who just plain missed the boat. They either completely misinterpreted the document or their writing is so convoluted that it's difficult to know what they're trying to convey.

My job would be a lot easier if students grouped into these categories in each of my classes. In other words, all of the good writers would be in one class, and so on. I know I'm not the first person to say this, but it's challenging to figure out an approach that meets the needs of all students in the room. If I teach to the "A" students, I lose the "C's" and "D's". If I keep the "C's" engaged, they might become "B's", but then I've lost the "A's".

My sense is that I've been lecturing too fast for about a third of my students. Last week, I slowed down in one class and found myself going so slowly that I lost my place several times. The pace also encouraged students to try to write down every word I said, which made things even slower. I lost quite a few "A's" along the way. One fellow even took out a book and started reading, and I didn't blame him.

At that point, I became very discouraged. Here I was, in a college classroom at a major research university, and my students had no idea how to take notes from a lecture. I wondered how many of my students in my other classes required a lecture at that pace. That thought snowballed into, "Holy crap. We're 5 weeks into the semester and it's possible that about half of my students haven't understood a damn thing I've said or done."

I was even more discouraged when a good student approached me after my last lecture. She said, "I don't think you realize how much material you just covered." Again, I thought, "I have to teach all of US History in one semester. If you think that my 45-minute narrowly-focused lectures cover too much material, we're in deep trouble."

I know that I'll have some students who just won't try because they just don't care. There's not much I can do about them. But, I also know that I'll have some students who decided that they hated history in high school. They decided that they'd hate this class before they ever walked in the room. My goal is to try to change their opinions. But, to change their minds, they need to be willing to engage in historical questions, not simply memorization. They need to be willing to work and think, not simply wait for the next spoonful of information. They need to be willing to read. I'm not kidding when I say that more than a few of my students haven't even tried to get the books for this class and seem surprised that I'm actually going to hold them accountable for the assignments in the books.

While I continue to try to work this out, I'm checking out job announcements for permanent positions. I sense that a large part of my frustration is directly related to the fact that I'm only teaching captive audiences - students who are forced to take this very broad survey course and could care less about history. Again, we're 5 weeks in and I'm very tired.