Word.

The ubiquitous quality of technology in our lives is starkly contrasted by the availability of technology in the classroom.  While we have podcasts and blogs, streaming media and complicated presentations as an active part of our private lives, the use of technology in the classroom on a practical basis seems to be limited at best.

I see fantastic resources available to us in the university; technology and instruction was a fantastic class that really opened my eyes to the possibilities inherent in the available tech provided by simple office suite programs.  When I am in the classroom, however, I have to scramble for an LCD projector, dual task the standard housekeeping roles of the laptop with the demands of running a presentation, and utterly discount the possibility of streaming video; the pipes just aren’t fat enough.

Give the schools five years to catch up; do you think they will?  I hope they do, but while we wait, I will continue the scramble to expose our visual learners to all that I can in the way of technology.  Even the old standby of the overhead projector has immense power with these students.  Put something up on screen in front of them, and they shift into an absorption mode of being; they sop up the information, and seem to be better able to retain what they learn when they SEE it.  Have any of you observed this?

Our readings this week have focused on classroom management and interaction with our students.  From Curan, to Ramsey, to Alsup & Bush, and on to Flannery’s article on the NEA website, we read about how to talk to students, their parents, and how to manage our classrooms effectively.  Some of these points were wonderful; I enjoyed the chapters from Ramsey, and saw interactions I have had with my own students in the advice offered.  The skills we are building as students of education will help us to effectively educate students.  I particularly liked the observation that “the golden rule still works” (Ramsey).
I have struggled with my students this semester, particularly with the older students.  While I completely understand their need to rebel against authority (been there, done that), I have tried to defuse situations as best as I can by trying to be as straight-forward with the students as possible.  I haven’t dissembled from the basic fact that language gives them power, and that effectively using language allows them to have their voices be heard; however, I have tried not to let those students with the facility to use language well run the classroom.  I want my students to be critical thinkers, question facts and assumptions, and ask questions.  There are times when the questions asked seem to be raised as a method for deferring further work, rather than enhancing understanding of the matter at hand; I have begun attempting to redirect these kinds of questions into “how” and “why” arenas that relate back to the original subject, or guide the students on to the next point in the inference chain.  This seems to help matters immensely.
It was refreshing to read about giving instructions, particularly the pointers on how to give clear instructions.  This is something that I have been working on; I cannot assume that verbal repetition and written directions will make it through to my students.  I have found that I need to refresh their memories every couple of days, writing deadlines on the board, reiterating what they need to do and how to do it.  Some of the accepted formats for dissemination of information at my school have proven themselves to be flawed; if 90% of the students who receive a resource do not use it correctly or are unable to understand the information delivered, then the resource is at fault, and not the students.  I have recast information, broken my assignments into smaller pieces, and made certain that the “deliverables” desired are clearly understood by the students in my classes.  This makes me feel better about my teaching skills, and helps the students feel that the work they have to do is manageable…  Giving students the project a bit at a time, rather than having it due all at once, also seems to help with the management of workload and allows me to better monitor progress toward the class goals.  How do you manage large projects in your classrooms?