Take 20 video outline and questions

(This is our outline for our video. Dr. Rickly suggested that we post our tentative outline in order to recieve feedback from our peers. So please read and comment.)



ENGL 5060

Nimi Finnigan
Nancy Reyes
Crystal Johnson

(working title)
From the Edges/Margins to the Center:
The implementation and integration of multi-cultural pedagogies in the classroom.


In terms of the broad scope, this project “From the Edges/Margins to the Center,” which is currently in an “embryonic” stage of development, deals with the issue of multiculturalism in the classroom. There exists an almost exhaustive amount of research and theory on the notion of multiculturalism which spans the spectrum of gender and race to the respective socio-hierarchical organization of college administrators, instructors and lastly students. As a result, pedagogies on how to bridge the gap between the “marginalized folk” and the individuals who comprise the dominant social structure have breached a pathway into the educational system. But how applicable are these pedagogical techniques in the actual classroom?

The following comprises a rough draft of the set of questions that will be directed towards students, instructors and administrators in hopes of shedding some light on the applicatory nature of multicultural pedagogies in selective Texas Tech English classes.

Questions for Students

1).What did you think about this book? (Assigned to students in a “multicultural themed” class. For example “Jazz and American Literature.”)

In order to discover the student’s interpretation of a professor’s assigned reading list. What types of cultural associations does the student harbor towards the assigned text?

2).Why do you think your instructor has you sitting in a circle?

The relevance of this question to the current nature of the project is still under debate. However it would be interesting to assign this question to undergraduate and graduate students in order to determine if they are cognizant of their physically marginalized status within the social set-up of the classroom.

Question for Instructors & Administrators.

1). How do you handle culturally sensitive material in the classroom?
2). Are you cognizant of the fact that you as an instructor might be committing a number of cultural faux-pas?
3). Is diversity training a necessity for faculty and staff?
4). How do you go about setting up a diversity training session?

List of Individuals to be Interviewed.

Dr. Borshak
Dr. Batra
Reuben Quesada
Jonathan
Dr. Rickly
Curtis Bauer
Katie
Marco Dominguez?

Dr. Lang
Dr. Grass

Voice

I think that the hardest thing is for someone to be able to not only articulate their voice, but be confident in what they say. We live in a society where paradoxically Americans advocate free speech, but individuals are continually demanding that we silence the opinion and independent thought of our young adults. They are taught to fear their voice, and we as scholars in academics are shaped to believe that an independent voice in writing is wrong.

Academically, I have been trying to find balance with my own voice and what is traditionally acceptable in scholarly writing. I want to be honest and real about the things that I like to write about such as race, gender, and sexism. But sometimes that becomes difficult, especially when I have to sensor how I would say certain things.

It is obviously a problem that many writers have had to overcome, and I am still trying to strike a balance between the expectations that are inherent in scholarly work. I think that first we must continue to critique and reinvent the English cannon. Opening spaces and allowing people to express their thoughts freely without judgment rules and social norms. I think it is when people are trying to be careful and silence their voice that as participants in society we begin to cultivate this intolerance for others’ ideas, beliefs and opinions.

The perfect teacher

Blog prompt: What makes a perfect teacher?

I honestly believe that realistically there is no such thing as the “perfect” teacher. Only what we as students perceive that teacher to be. Some may say that the perfect teacher always had a game to play or a teacher is someone who really cares about their students. I think that it depends on the learning environment, the students, and the teaching philosophy. Because the teacher may have great charisma as a speaker, may have been a horrible teacher. Or the teacher who was really harsh in their teaching style but expected a lot from their students may actually be the best the teacher.

I personally believe that a perfect teacher should always have balance. That teacher should have a passion for what they are teaching, and most of all care a great deal about their students and care what their students learn. I respect teachers who are honest. Who say, “I know not everyone wants to learn this concept today, but you will learn it.” I think the perfect teacher always has a great sense of humor and has a willingness to teach subjects from different perspective.

Who knows????

To be honest I really did not have anything to be confused or puzzled about in class. When I first started the class, I was really confused about TOPIC and the purpose of ICON, but through class discussions and reading I now realize that both systems are effective in some ways and lacking in others. I guess the only serious question I had was how can instructors effectively get the kids in our classes to be interested in the material that we as instructors are teaching them? And if that student truly is not interested in the material and submits inferior work then as Instructors do we have the right to fail them.

I mean in reality can instructors really save all of the students that come through our comp classes. And do we really need to. I put forth the premise that we really cannot. And in reality it is not our job or responsibility to do that. We as instructors can only do so much, and if we show our students that we care about them and are willing to help them learn then students should meet us half way as well.

"What is the end of composition?"

I think the direct response to the question, “What is the End of Composition?” for students in college is when that final paper is turned into class or when the final exam is completed at the end of the semester. Unfortunately, in reality, this concept of dismissing classes at the end of every semester is the perception that many students approach their educations with, especially when they are freshmen. I personally do not believe as teachers and instructors of composition that there is an end to composition. I think that composition not only as a class but as a value is not a linear process but a circular one. For instructors, we live and breath rhetoric and composition all of the time.

But how do we transfer composition skills to our students so that by the end of the semester they will be effective and critical writers? I personally think that it is a step by step process. And that process is filled with trial and tribulations. As instructors, if we become invested in the students who are willing to learn, then hopefully they will be able to use grammar, rhetoric, and critical thinking skills across the disciplines. I believe that if there is a supposedly end to composition, then the application of those skills would be it.

In conclusion, I like to think that for students, who will have to write papers, evaluate sources, or develop a effective thesis for their papers in other classes, will be involved with composition all of the time. Because for those students who really learn composition, the end of composition at the end of the semester does not really end, it is only the beginning.

Teaching philosophies

I think that one important philosophy of composition would be grammar and rhetoric. It is an important key concept that I recognize, but not necessarily one that I think should be at the top of the list of every teaching philosophy. But in retrospect, I think that any teaching philosophy will of course differ from one person to another. In addition, as instructors in academic classrooms, we all should recognize the different contextual factors that have influenced each others’ experiences. Those contextual experiences will then influence our own teaching philosophies.

In particular, my own contextual factors are intersecting identities of gender, race, and class. Therefore, one strong foundation of my teaching philosophy is to cultivate a learning environment where the expression of different ideologies, experiences, and beliefs are done in a respectful and liberating manner. I also strongly believe in the teaching strategies of group discussion. As people who are cultural and socially influenced, it is in social settings where I believe that some of the most productive learning can be accomplished.

Document instructors as facilitators of English

I think first and foremost the document instructors in ICON are facilitators of grades. Our jobs are to help the progress of each student that participates in ICON. Document instructors are the first individuals who will view and critique a students’ paper, brief, or summary. That job in itself is a huge responsibility and a daunting task for any conscientious person. It is our responsibility to grade students’ papers to the best of our ability but also grade papers in a way that would be most helpful to the student.

In my opinion, we do this by constructive criticism not destructive criticism. Because our grades are the first ones that a student will view, I strongly believe that each and every critique that document instructors offer should be written in a way that will be receptive to the student. There is a constructive way that any facilitator in ICON can give a student a seventy, but still incorporate critiques for the student that is not dehumanizing, rude, or judgmental.

Many times, I have received the impression that many people believe they are better or more educated than others. These ideologies cultivate an elitist academic agenda. It is a perception that I believe is defeating, counter-productive, and leaks onto a student’s paper while document instructors are grading.

It is when the facilitators of ICON encourage constructive criticism, that the student may understand the difference between complex sentences versus compound sentences or all of the other grammar nuances that will allow the students to become an even more productive citizen and a competitive college student in the future. As document instructors, we have the influence to help transform a student’s writing into something the student will feel proud to represent. But first, as document instructors, we need to realize that once we too were undergrads in English classes. Struggling perhaps not with grammar or citing, but something else that at one time we may have found defeating. Therefore, it is only with patience and understanding, that all document instructors may become even more effective facilitators in ICON.

The Three core values

As I thought about the writing prompt for today’s blog, it soon became difficult to decide what the three most important beliefs I had about teaching. I kept thinking what values would I teach about composition, and I soon realized that my own values would integrate core theoretical frameworks of composition as well as pragmatic examples that have shaped me mentally as well as socially and cultural. Therefore, my first teaching value is that a teacher should have a sincere understanding of societal, cultural and socio-economic values as well as the willingness to teach different cultural perspectives in their classrooms.

I believe that this notion of teaching different perspectives is not only important for the students but for the professor as well. Along with this concept of teaching different perspectives, sometimes the assumption is made by many that I am speaking of diversity and of course this would automatically make it a racial issue. Sadly and mistakenly this is not the case, and while some people ignorantly make these assumptions, it reaffirms my first value. Because when professors make the error of teaching different cultural perspectives focused only on race, it marginalizes and displaces other cultural groups.

Secondly, I believe another important concept of teaching composition is learning to teach it as a necessity to success instead of a commodity that is consumed and discarded by students after the semester is finished. It is inevitable that as a professor of composition, a wide range of students will be taking the course, therefore; these students will be from all types of majors. This may be the only time that any of these students will be in an environment where they will be able to focus solely on their writing skills. As a teacher of composition this is the perfect opportunity to really help students understand rhetoric and the importance of developing good writing skills for all their future endeavors.

Lastly, my third value is teaching classes in order for the students to really learn. I understand that ‘learning just to learn’ is a romanticized notion, especially when it is competing in a capitalistic society ruled by consumerism. But it is a value that is important. Coming into graduate course work, I hold the unique position of being a teacher and a student, but I was also an undergraduate three moths ago. I was the student who was obsessed about grades and not concerned about the ideology of learning. However, as I became a junior and a senior at Texas A&M, my perspectives began to change, especially when I began to prepare for graduate school.

I remembered a professor my freshmen year of college who taught bell hooks in her English women writers’ class. As a student I was delighted when I discovered a new perspective on racial politics. It changed my life, figuratively and literally. That professor was amazing. I recalled being eighteen and naively thinking that a woman of a different race knew more about African-American literature than I did at the time. In addition, she was more open-minded to different perspectives. For me, it only took one professor. It only took one person who believed in teaching to give me the knowledge and the tools to succeed. Because of her, I wanted to achieve more. I received a C that semester in the course, but it did not matter, because that professor gave me the tools that started me on the path that I am still walking today.