Dec. 7, 2009 -- Last Day

Okay! Last day is finished, Just have to grade papers now. Overall, class went well. I've seen some real improvement in their writing and nice verbal critical thinking connections in class. I'm looking forward to next quarter. Really glad to have the first quarter jitters out of the "ship."

Thanks, Brenda! Great tutelage!

Wed. Nov. 25, 2009

Happy Thanksgiving!

Nice day. I brought in two one page articles I had the students read and discuss a few weeks ago--one about how words and language shape thought and another that defines critical thinking as making connections. Both are easy to read articles that explain concepts the English department ascribes--yet again, in styles that makes sense through use of metaphors and analogies. I pulled each up on blackboard and interjected examples from the pieces into current 2.2 drafts. I think they now have a better grasp how to forward, analyze, and incorporated other thinkers into their writing.

Mon. Nov. 23, 2009

A strange class today. They were unusually unmotivated. In the end, I believe Thanksgiving break is having a big impact on thought processes. They're ready for a vacation. We have a draft of the second project due Wednesday and while I'm not overly concerned, I'm keeping my finger on the pulse to keep in touch with where they're at. We'll see.

Fri. Nov. 23, 2009

Nice class today. We focused on using the internet to access data (Ebscohost) and how to apply the data to their writing projects. I'm workshopping a lot right now -- my idea is that through regular writing in class, they can go home and utilize the tools we have practiced in class. For instance, today we traded papers and worked on searching out sentences that are jumbled or not complete thoughts. I explained that if an entire paper is not clear, one can begin looking on a sentence level to begin seeing incomplete thoughts on a sentence level arena.

Wed. Nov. 18, 2009

Good class today. I modeled an intro to the 21. project, having students chime in with ideas. They did a nice job, hesitatingly at first, of putting words to someone elses' work.

Mon. Nov. 15, 2009

Although I was a bit frustrated prior to this class, we got a lot done. My class was having a hard time locating themselves with project 2.1. Specifically, finding a community and analyzing it. We talked through, I had one student get up and share his data, and we then did collaborative work. Overall, I wasn't sure how they were doing, but they seem better now.

Fri. Nov. 13, 2009

Funny class today--at least I thought so. Students are scared of Project 2.0. I'm asking them to first ask what is the purpose and meaning of their communit. Some were really squirming when i asked them for an answer. One student is a cheerleader and. She asked me what the purpose and meaning of cheerleading. I turned it back on her and she said, "I don't know." I told her this project is to get her to start asking why she thinks and does things -- so that in 20 years when someone asks why she's a mother to three kids, she can have an answer "why."

Mon. Nov. 9, 2009

We looked in-depth into Said today. Students had insightful comments and ideas.

I have a pair of students who at times talk too much between themselves while we're holding class discussions. I had had it this morning, so I firmly said, "Will you two please stop.?." I then went on with class, paying close attention to how they and the class responded. I don't want to diminish self-esteem. The two acted well throughout the rest of class--I engaged one of them in a question on Said in order to bring them out of any shell. Personally, at times I see I have to be really firm in order to get the message across. I'm used to substituting where we have to be firm, but I'm seeing this approach is sometimes necessary in comp. class.

Fri., Nov. 6, 2009

Good Friday, today. We began Said today. First, I pulled up a map of the world on Google maps in order to locate Israel for students--I wanted to put an actual face to the piece. Also, I knew many students would be clueless where Israel was--a few didn't know where Egypt was--many didn't know where Iraq was located. Then, we moved on to Israel and I pulled up a map showing Israel and Palestine in close-up, showing Bethlehem and Jerusalem--so students could see why there's so much contention in this part of the world.

We then hand a base to work from on Said. They could put a "where" to the "what."

Mon, Nov. 2, 2009

Students turned in 1.3 today. I'm excited to see how far we've come. We finished up the first unit with a thoughtful round-table discussion on Anzaldua and why humans feel a need to be accepted. Why do we seek it? Are we okay without it? One student labeled her paper, "Sticks and Stones," so I asked why is it that as children we don' allow language to affects us as much as adults? Most jumped in with good, strong responses. The highlight of my day was wen a student re-focused on "La Facultad"-- he got it and is now paying more attention to it.

Fri., Oct. 23, 2009

Another good day. Brenda observed while we worked on putting 1.1 and 1.2 together to make 1.3. I think they got where we're headed--further, they're writing and thinking--no need to fret and worry about more.

Brenda had a great idea--we were working on the transition between the two pieces and I had modeled a transition; she suggested I then stop and have them write a transition of their own. A terrific idea! I'll do that next time--then, at that moment, they'll be putting theory into practice.

Oct. 19, 2009

Gave back 1.1 with grades today. I have mixed emotions--excitement and nervous apprehension. Did I grade it right? Did I cover my ass? Who's going to shoot me cause they are pissed at the grade? On the other hand, I received a couple of superb papers--they handled the contact zone in sophisticated, thoughtful, generous ways.

In the edn, good experience--I look forward to Wednesday when I can talk to them about their responses.

Oct. 16, 2009

Good day again. Students turned in Final draft 1.1. We moved to Anzaldua--worked in one large group analyzing Anzaldua. One third to one-half did not read it yet; that was the only drawback. Engagement of text by students tells me more good stuff to come from them.

Wed. Oct. 14, 2009

Really good day. Had a modeling day, working with a student piece (1st draft) that engaged the prompt well and articulated a thorough "contact zone" experience. I put the paper on blackboard, pdf, and then we read through it together--finding positives as well as places for improvement.

Oct. 12, 2009

Good day. Students handed in first drafts for the essay and we did a revising workshop. They did a good job of looking to clarify rather than editing. On Wednesday, we'll shift into editing this draft. Had a couple no-shows, I'm not surprised at the people who didn't show--these two have been, how shall I say it politely, "behind," most of the quarter. Onwards and upwards!

Oct. 9, 2009

Good day. We worked in class on the essay. Many made good progress. I'm having to juggle the schedule to allow more time for writing--cut out outside readings. Don't want to make too many changes, but when it's less reading, I know they "like it!!"

Day 5

Okay, we finished up Pratt and I handed out the prompt. They seemed pretty good with the prompt, like they will engage a contact zone space and grapple with it. I was pleased they seemed excited to write about the topic. On a side note, we did the Open-Focus writing (that's the meditation/visualization I'm designing and working on) -- half came up with an idea for their paper during the meditation! I'll take half any day!

Day 4

Just finished my first foray into Pratt. I was hoping to send them into groups, but I saw it necessary to stay in a large group because most mentioned they didn't understand it. I think this move worked well as several students noted at the end of class they now understood the article and its intent. Wednesday I'll assign the first essay---I think this will help clarify the two main points I'm focusing on in Pratt, contact zones and autoethnography. One student asked if all the readings are as difficult--I thought for a moment and then told her, "At the end of the quarter, let me know." She smiled, understanding my intent.

Eng. 107 Days 1,2, and 3

Okay, I'm back...

Day one -- amalgam -- it was my voice speaking, but I heard an amlagam of "Professor's past" pouring from my mouth. The feeling was strange, similar to the notion, "I'll never be like my parents, but, 'oh shit!' I just handled that the way my mom would have." However, by day two I felt more myself, although still finding my footing. Day three--I shifted gaers and put the students into groups to make meaning out of the text for themselves. This worked well! Each group did a short presentation afterwards--worked well. Took pressure off me and got them more involved. Overall, moving swiftly, yet I find with each day, I, and they, are settling in.