Blog Entry #7

Social Goals and Motivation - I really liked the section of the reading. To be honest, I never read any research related to this concept, but it makes sense that it would be extremely important. Having a student work briefly with another student and helping them form study groups is a great idea. Not only does this concept help students to get to know each other, but it also should prove to help learning be more enjoyable. Even though I have never read any research related to this, when I taught in a high school setting, I would often have students would together for these various reasons. As I look into future college teaching experiences, I would like to incorporate small group activities. Also, as the reading indicated, this will help with the social aspect of the student. With mental health issues being a concern for many students and universities, this approach could help strengthen their social dimension of wellness and increase learning. A nice article printed on August 27, 2009 in the Los Angeles Times describes the prevalence of mental illness in college students. http://latimesblogs.latimes.com/booster_shots/2009/08/college-students-pack-a-heavy-bag-of-mental-illness.html

Teaching Culturally Diverse Students - I found this area was important with many culturally diverse students attending NDSU. Some tips that I will need to keep in mind include:
Eye Contact: I always new some students do not have good eye contact. As the reading mentioned, some ethnic groups looking away may be indicative of careful attention. In fact, the book mentioned that in the Asian Cultures, staring at a person of higher status is considered rude. I am going to keep this in mind when teaching. I honestly have not taught many people from different cultures, but in the college setting, this would be a different story. So, note to self, "lack of eye contact does not mean the student is not listening".

Reluctant Speech: I agree with the section related to building trust with students so they feel more comfortable. For many students (not only culturally diverse students), it will take some time to build trust so they feel comfortable speaking up. Instructors do not know the backgrounds the students come from, so their could be a variety of reasons they choose not to speak up initially. As a future college instructor, I need to be aware of my nonverbal cues (stance, body language, facial expressions), and how I word my questions I ask my class. When a student answers (as mentioned in class a couple weeks ago), I need to find at least the "kernel of correctness (even if the answer was wrong)" and build on each student response so hopefully toward the end of the semester, they feel more confident in speaking up. Providing a follow-up response to the student's response and being positive should prove to be beneficial. A nice site listing tips related to teaching culturally diverse students is: http://www.teachervision.fen.com/teaching-methods/resource/6039.html

Lastly, I liked the comments toward the end of the reading related to taking time to chat. I feel it is important (if at all possible) to come to class a few minutes early to "chat" with the students and show them they are human. Talking about the football game, current events, or even the weather should show students the professor is a real person. I also plan (if possible) to not be in too much of a hurry to leave the classroom so students can come up after class to ask questions or to share concerns they may have. Hopefully this approach will show my future students that I care and am willing to take time for them.