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pylduckApparently drinking coffee at 8 pm can keep me up.
I've a whole list of things I want to get down today after I sleep, ranging from mundane teaching stuff to extraordinary feats of writing dissertation chapters and conference papers. Ha. I need to get a practical gene in my body. My goals are always so far-fetched.
This past day was such a frustrating one. Teaching is just not going as I would like. I just read through some of my students' writing, and it is all mostly muddled and awkward reformulation of different things we have discussed in class, whether related or not to the assignment at hand. It's as if they all thought, "Let's make sure to put in everything teach has said in class in this paper so that we can get that A."
And then in the afternoon I subbed for a friend teaching literature, thinking it would boost my spirits to have a lively discussion about a book rather than talking about how to document science research articles in CBE format. But the discussion was painful, in the "Bueller? Bueller?," sense. The students didn't have much to say themselves (without prompting) and were quite adept at staring at me blankly when I tried to ask leading questions.
I must work on being a better teacher.
I've a whole list of things I want to get down today after I sleep, ranging from mundane teaching stuff to extraordinary feats of writing dissertation chapters and conference papers. Ha. I need to get a practical gene in my body. My goals are always so far-fetched.
This past day was such a frustrating one. Teaching is just not going as I would like. I just read through some of my students' writing, and it is all mostly muddled and awkward reformulation of different things we have discussed in class, whether related or not to the assignment at hand. It's as if they all thought, "Let's make sure to put in everything teach has said in class in this paper so that we can get that A."
And then in the afternoon I subbed for a friend teaching literature, thinking it would boost my spirits to have a lively discussion about a book rather than talking about how to document science research articles in CBE format. But the discussion was painful, in the "Bueller? Bueller?," sense. The students didn't have much to say themselves (without prompting) and were quite adept at staring at me blankly when I tried to ask leading questions.
I must work on being a better teacher.
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no subject
on 2005-01-26 08:31 am (UTC)I hear talk about people who want to be inspiring teachers. I try to be an inspiring teacher for students who do the work, pull their weight, and are engaged. Otherwise, I don't turn tricks. We're here to make the discussion good, not to force people to have it. As with psychotherapy, if the patient doesn't want to be there, you'll get no results. Best not to feel like you're doing something wrong, because I'm sure you're not.