English 1550 (Tuesday, Sept. 6)

What I Observed:

Today’s class began with a brief discussion of Minor Writing #1, which required students to describe what ability or trait they inherited from a particular family member and relate this experience to the assigned reading: Scott Russell Sanders’ essay “The Inheritance of Tools.” A few students volunteered this information, but classroom discussion switched soon after to more general analysis of the essay itself. My English 1550 mentor, Karen Kotrba, then talked briefly about the students’ diagnostic essays and addressed some of the most commonly described student writing concerns. This provided a nice segway into the idea that “nobody gets it right the first time.” Karen concluded class with a lesson on the writing process.

What I Learned:

I particularly enjoyed the way that Karen reviewed the essay with her students. I liked that she began by immediately involving her students and asking them about their thoughts/experiences. She then moved into an overview of the essay and eventually went through it chronologically, pulling out important sentences and ideas. She also provided some additional information (like the author’s connection to Ohio and his other works), which, I felt, demonstrated her investment in the class and her students. It was obvious that she prepared for class and did her “homework” on the essay. Karen’s students seemed to respect her more for this reason (for going above and beyond the actual essay).

What I Have Questions About:

How should I best participate in in-class assignments? For instance, during diagnostic essay writing last week, I walked around the room and checked on students, periodically asking if they needed any help. This Thursday’s class will feature a freewriting exercise; should I also participate? I suppose this question also relates to class discussions. Should my role be more like Karen’s (as a facilitator) or like a student’s? Or something in between?

COMMENTS:

* Guy Shebat: Per your questions: I think you should be flexible with your role -- and discuss it with Karen. By flexible I mean, maybe with a freewriting task you actually go ahead and do it (play the student to see what that's like). When students are drafting or doing in-class work, walk around as a second 'instructor.' Maybe, at times, simply shadow Karen to listen to how she engages students one on one. Sometimes, when freewriting is going on, you can Karen can mini-conference for five minutes about what you see in the classroom -- and anything else that you want to discuss with her (or she with you). The bottom line, though, is to communicate with Karen so that the mentoring works for both of you.