I agree that there needs to be a better focus on ethics. I also think ethics need to be reiterated over and over again. I have taken classes that reference ethics and taken workshops specifically about ethics. I still only remember a minuscule amount of the information taught to me. Even if we don’t have a whole class devoted to ethics, I think it needs to be integrated into almost all classes to help people retain the information.
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Its interesting that you mention that stimulation and help prevent anxiety. I know that I often distract myself with Facebook or YouTube while I am trying to do work, but this is mainly because I often get panicked/anxious while working for various reasons. Distracting myself for a few moments helps me to calm my anxiety and get back to the task at hand. In the end, I think taking 15 minute to do whatever I want on the Internet helps me be more productive and more serene.
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I agree that academia seems to exacerbate the need to do everything at once and technology plays a part in that. When I have three research papers due and 70 projects to grade all at the same, it can be overwhelming and can lead to jumping from task to task.
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I don’t think you need to be ashamed to want to be a passive learner. Even in class and during discussions I’m really interested in, the temptation is there to just soak up the information to regurgitate it later (especially when I’m averaging 3.5 hours of sleep). We can’t be critical, investigative learners with ever subject and every topic out there–Who’s got the time/energy for that? We have to figure out what is important to us and our future life/career goals, and the rest will have to take a backseat.
I teach Public Speaking, and multiple times I’ve had students mention their “more important” projects or classes to me. It’s irritating in the moment to think that my students aren’t giving their all to critically think about the concepts and components that make up PS, but, on reflection, I know some students are just interested in gaining experience and confidence in PS. They save the critical thinking to those “important” in-major classes.
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I’m often surprised at how much I learn through my students and the experience of teaching itself. Sometimes I even find myself coming to new conclusions in the middle of my answers to students’ questions.
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The ultimate dream is getting paid to do work that you would do anyway. Although its important to think about your financial and social needs, I think some students would benefit from trying to majors and jobs that (for the most part) don’t feel like work to them.
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Hi Jake,
As you said, this is solely based on my experiences. I realize that students will come into the classroom with different levels of knowledge, and instructors must meet the needs of all their students as best they can.
However, I want others to be aware that alienating your students not only happens when you don’t let them speak their minds but also when you continuously debate/discuss topics without giving them (or confirming they already have) adequate background or supplementary information.
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I agree. I tend to reiterate over and over again that if my students want to deviate from the requirements of the speech or have a more out-of-the-box topic all they need to do is talk to me. Then we can talk through why or why not it is a good idea.
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Even you overstep and lose your “professionalism” with some (or even one) of your students, I think there are a variety of ways to return to that professionalism. Maybe it won’t be automatic but your authority doesn’t disappear all at once.
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Thanks, Mom
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