Reflecting on Teaching Presentation

The experience of teaching “To the Ladies” felt artificial to me due to the “walk-through” nature of the task coupled with the time restriction. If I were teaching a poem in a real class, I would not articulate the reasons behind the activities and discussion questions, yet these elements seemed more important to the presentation than the discussion of the poem itself. Also, I was presenting to a group of graduate school students who know a whole lot more about poetry, literary analysis, and pedagogy than I will ever know, so projecting myself into teaching mode in that situation was impossible.

I was pleasantly surprised that the class discussion included some disagreement on interpretation. Other than those moments, the presentation was flat. The simple structure and language of the poem made me think that every one would interpret it the same way. And for the most part, they did, but at least some differing perspective lent an element of interest to the discussion. Honestly, I got the feeling that the class found the poem and its discussion mundane, but at least they were cooperative participants; in a real class, I believe the students would have mentally checked out. I feel strongly that Chudleigh makes a valid point, and that if we catch her bold spirit, we can be inspired to take a stand against injustice or dare to speak out to inspire change. Even if change starts only on an individual basis, societal changes eventually can occur as more and more join a grass roots movement. I was completely unsuccessful in generating that kind of inspiration. Perhaps more time and more realistic conditions would have helped, but I do not know. Naomi

2 thoughts on “Reflecting on Teaching Presentation

  1. vkochis

    I understand what you mean about the artificial nature of a teaching presentation.  It makes it much harder to "teach".

    I didn’t think the poem or the discussion mundane, and I don’t necessarily think a group of "real" students would have checked out.  You were very passionate about the poem and that can be contagious in a classroom.  Perhaps adding a writing component or another type of interactive activity would help you avoid that fear of students becoming disengaged.

  2. Edith

    Naomi, It’s a hard line to walk between teaching and walking through a lesson! You had a good start with the comparison of words. This is something that even really basic readers/interpreters will be able to do so is a really good starting point. You might be surprised at how much students are willing to add when they are given a chance.The one recommendation that I would make is that you do tell the students your objective and what the exercise is supposed to accomplish. Students hate busy work or assignments that don’t seem to have a purpose. Edith

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