In a classroom where we do choose to include a technology
component, whether it be usage of blog posts, discussion board questions,
student websites, creation of course focused Twitter accounts, etc., what are
some ways to make it seem not so tacked on, hackneyed, or worse, irrelevant to
students?
Even Yancey’s understanding of technology and the internet
from 2004 made me chuckle, but it just goes to demonstrate how rapidly tech and
online culture move, and how hard it is to keep up (302).
In other words, what are ways we can avoid the “How do you
do fellow kids?” vibe in terms of using technology in the classroom/coursework?
So far I love Tobin’s narrative and anecdotal writing style
and I am really intrigued by the theatrical/performative aspects of handling
class as well as group dynamics. Tobin breaks things down in a very ordered/archetypal
fashion with his metaphors for class teaching, and I can’t help but feel some small
scrap of reassurance after finishing this excerpt.
While a good question for us all would be “which of the four
“Root Metaphors for Teaching” is your favorite,” I want to be a bit more
specific, and ask:
What kind of ice breaker activity would you use on your
first day and how does that mirror your teaching methodology, the tone you want to set for the
semester, or one of the metaphors Tobin outlines?
Hi John:
ReplyDeleteI'm going to respond to your question related to the Tobin reading we had this week. Great question!
As I think back on the first day ice breaker activities I've planned in the past, I usually stick to the same assignment: fill out a flash card with listed relevant information on the slides (such as name, nickname, year, major, why you decided to take composition, and what you are looking forward to in the class). After I have given them a few minutes to finish writing, I have them go around and make a larger introduction to the class. It allows perhaps more introverted members to have a script to read off of in a way. Reflecting on the activity, I feel like this is a bit more teacher as "dinner part host," as I operate more as facilitator than anything else.
- Liz
Hey John,
ReplyDeleteIn response to your question about an icebreaker activity (I've actually been thinking about this a lot because I'm ridiculous) I have a concept that probably most accurately reflects Tobin's root metaphor of the teacher as a host and students as guests who should be urged to relax and interact with one another. I always thought it would be fun to have students establish rhetorical arguments for a debate over something almost certainly no one would be seriously invested in, which would also establish experience in tailoring writing for an audience or from a perspective different from their own. To this end, I think it would be cool to split my class into two separate groups, one arguing the merits of constructing a PB&J sandwich jelly side up, and the other arguing for jelly side down. Its such an absurd thing to argue over that I imagine no one would have any serious predisposition towards one or the other, and I imagine that might make for a more enjoyable, relaxed way in which to get students into the mindset of composing with rhetorical purpose in mind.