The article "Creating Effective Writing Assignments" and Lindemann's chapter 13 "Developing Writing Assignments" contain helpful tips for teachers designing prompts that produce optimum student responses. I particularly appreciated Lindemann's assertion that an assignment involve the following: 1. student interest and understanding, 2. purpose or aim, 3. audience, and 4. role for student to take regarding subject and audience. Her chapter ends with a five-step list that helps teachers develop effective writing assignments.
I read with interest the anecdotal experiences of Brian (narrative assignment), Margo (argument paper), Linda (research paper), Todd (students couldn't understand the task), Greg (top five greatest hits assignments), and Chris (Anna's porno essay).
I couldn't get past a basic assumption, however, that both readings are founded upon: new teachers have the responsibility and the liberty to create their own curriculum.
As a teacher at a high school in the Los Angeles Unified School District, I must adhere to the curriculum guides and course outlines developed by district specialists for each grade level and each particular class. Beyond that, I am also beholden to Common Core, Springboard (developed by the College Board), and the AP English curriculum guide (also designed by the College Board). Most of these guides come with a suggested sequence and with specific units of study. Of course, teachers have the freedom to be creative within those constraints, but in most cases we do not have to dream up assignments from scratch or come up with a syllabus based upon our particular whims. With experience, I have learned how to make adjustments regarding the pace plan in order to suit my student clientele, and I often have to make other adjustments because of a lack of materials, school calendar conflicts, etc. At no time, however, am I allowed to fly off the reservation and do whatever I please for an entire semester.
Brian, Margo, Linda, Todd, and Chris did not seem to have much informed, experienced guidance; they only had each other to rely on as a peer group. Greg had faculty adviser Louise Roth, and she steered him properly. Although I have a knowledge of young adult students and pedagogy from years of secondary teaching and countless professional development workshops (and therefore have more background than did Brian, Linda, or Margo), I wouldn't DREAM of transitioning to the community college classroom without guidance and mentoring. I wouldn't dare to be presumptuous enough as a rookie to design a curriculum based upon what I thought best for students at this level.
Thankfully, I have met a number of classmates here at CSUDH with community college experience. There is no need for me to reinvent the wheel. In English 575, Kalunda-Rae has given me valuable insights into course outlines, syllabus design, classroom operating procedures, and hints regarding how to successfully interact with community college students. With this orientation, I won't have to take stabs in the dark like Brian, Margo and Linda. Of course, I am capable of tailoring the curriculum to my teaching style and personality and I would do so.
In class discussion, Dr. Cauthen pointed out that some colleges have strict course outlines to follow and other colleges give adjunct professors great latitude in what and how they teach. If I were hired at a campus offering complete autonomy, I would not rely solely on my own beliefs as I designed a syllabus; I would seek guidance from an experienced colleague and tweak as necessary.
OK, but I presume Brian, Margo, and Linda were not quite as alone as the text implied. (The book says the core of each scenario is real, but circumstances have been modified.)
ReplyDeleteIn terms of your own teaching philosophy, the obvious suggestion (to me at least) is that you examine the materials you're being made to present and, basically, separate the sheep from the goats.
What works that they make you do -- what gives your students skills that they really need? What doesn't work?
And then generalizing from that, you'll have a convenient list of things you thing your students REALLY need, and some ideas as to how to convey them.
David, trust your instincts. You're a conscientious man who is sensitive to your environment. You'll figure out quickly who the stars in the department are. Ask them for their prompts; they're likely to share them. Since you mention the syllabus, just remember that it is a legal contract, so you'll have to ensure that all of the school's mandatory shpiel is included as well as your own contractual language regarding aspects of attendance and so forth. Ed Code does not allow any CC instructor to grade based upon attendance, so you can use participation points, for example.
ReplyDeleteIn many cases, you will have to find your own mentors because, truth be told, there are few schools that offer them. And, even when they are offered, it is not typically mandatory that you regularly meet with these people. (Faculty contracts prohibit mandatory unpaid "work," and many instructors guard their "ain't gonna' do 'cause it ain't in the contract" status for dear life.) Just in having an open mind an willingness to share with and learn from others, you are already scores ahead of the throngs.