* Reviewed three reading responses.
* Discussed tasks/job delegation in groups.
2. Class analysis:
Although several students tried to turn in their reading responses at the start of class, Nikki asked that they hold onto them until the end. Subsequently, she spent most of class discussing the three readings and students' responses to them. For the most part, students said they identified with the readings (and one student even said that a particular selection should be "required reading"). After this discussion (mostly concerning ambition/desire, the difference between good procrastination and bad procrastination, and organization), Nikki asked students to do a "literary analysis" of the readings, breaking the meaning down into one word or one sentence. This really forced students to step out of "summary" mode and into "analysis" mode. I liked Nikki's policy that if fewer than 11 students show up to class, all students in attendance receive one bonus point. It's a good incentive for those who do what they're supposed to do anyway: come to class.
3. Class implementation:
During the discussion of assigned readings, students expressed surprise over the connection among all three. One student even remarked that she thought Nikki had randomly picked the readings ... but now realized that planning the class required far more work than she had imagined. As I've mentioned before, although an instructor's careful planning of a class may not be immediately obvious, students will eventually pick up on it--and perhaps respect the instructor even more.
COMMENTS:
* Guy Shebat: As you know, I like incentives, and Nikki’s certainly works. I would be a bit worried, though, about the ‘incentive’ some regularly attending students might have to try to keep the numbers at or below 11 for a session. I’m not suggesting that anyone would revert to foul play to keep a student out of class – but I do feel a little concern for that 12th student who walks in and ‘blows’ the bonus points for everyone.
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