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First Experiences: Best & Worst

1/27/2021

11 Comments

 
Research demonstrates that regardless of how many methods classes a preservice teacher takes, the thing that will most influence how a teacher teaches is how they were taught. Your experiences as a student will, for much of your career, outweigh your experiences as a teacher. And that's not a bad thing. It's something to hold on too. 

WHAT TO POST
Thus, to begin our time together, we should start at the very beginning, with a brief reflection on your student experiences. In roughly 200-300 words, post a story about either a best or worst class experience. Rather than just report the experience, make sure to try to identify what about it made it a best or worst experience. 

AFTER YOU POST
Take some time to read what your classmates have to say. Don't skip this step.

IN YOUR SMALL GROUP
Discuss what you've read from your colleagues in small break out groups and develop a short summary of the qualities of an excellent classroom experience and, of course, the opposite of that, what seems to be the qualities of a bad classroom experience. 

Over the course of the summer, we will develop our ideas, see how they fit into a wider discussion of theory and literacy pedagogy. This is a first step towards completing one of the major assignments of the semester: The Assignment Design.

I look forward to reading and responding to your work here. 

HOW TO POST
Click on the "comment" button located at either the top right or bottom left of this post. Fill in the form as required and post  in the dialogue box. You might want to compose in another program so nothing gets lost. Once you've finished, click submit. 


11 Comments

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  • Home
  • ENGL 303 policies
    • ENGL303 SYLLABUS
    • ENGL 303 Discussion Board Space
    • ENGL303 CLASS PROFILES
    • ENGL303 READING JOURNALS (assignment)
    • ENGL303 OVERVIEW FINAL HERITAGE PROJECT
    • ENGL303 NAMING WHAT WE KNOW
    • ENGL303 YOUR LIFE IN PICTURES
  • ENGL 226 policies
    • 226 Discussion Board
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage