Joseph Humes

Discussion Comment

I had a student in a class once that had this opinion that a student should get an A just for showing up for class. Uh, no. A possible reason for him being in school in the first place is that his parents made him go, due to the implication that he will be thrown out of his house if he fails. Also, check his other classes. What kind of grades is he getting in them? Failing or passing ones? If failing, then it's no surprise. If he's passing, it's possible he doesn't like the subject matter of your class.… >>>

Joseph Humes

Discussion Comment

Tests

Of course, a test must be created that covers whatever content was gone over. I personally prefer matching and true and false for my comprehensive tests; every instructor is different. Sometimes, students will seem a bit apprehensive that the testing will be an essay or short answer. I like my students to know what type of test they will be doing before so they know what to expect.

Joseph Humes

Discussion Comment

The litmus test in oral communications

In teaching oral communications, a comprehensive (written) exam is not a true litmus test of how much a student has learned. In oral comm, what does matter is how much they have progressed in making a speech before their fellow students. Are they better than when they started? Do they make the appropriate eye contact? Posture? Is their voice loud and clear when speaking? This is tested throughout the semester and a final speech is the hope of that the "growth pattern" shown throughout the semester in making various speeches (mistakes and all) will come to full maturity.

Joseph Humes

Discussion Comment

Hiding in plain sight

If there is one thing I do enjoy doing while lecturing it's throwing out questions to my class. One of the things that was mentioned in the module was that students in a larger class tend to be more timid in asking questions (paraphrased). I will also add, so do students in small classrooms, too. Again, students don't want to look dumb in front of their peers nor do they want to be scolded by their instructor for giving the incorrect answer no matter what size the classroom is. The only difference is that, in a large class, they can… >>>

Joseph Humes

Discussion Comment

The lecture method of teaching

I would be lying if I said I wanted to try new methods of teaching styles. I'm quite comfortable where I am with my lecture style method of teaching since, after all, it is a oral communications class that I teach. That's not to say that I would not use bits and pieces of different styles if need but, but my preference is to lecture.

Joseph Humes

Discussion Comment

Cold motivation

Motivating your students is not always easy. There are days where the only motivation you can give them is a simple "thank you" for their showing up to class due to situations in their own life, though this is not an excuse for them to skip their work and study obligation to your class. What I have found, if the student cares, is that the best motivation to move them is their grade. They work, they get rewarded; they don't, they fail. It sounds cold, but it is the bottom line.

Joseph Humes

Discussion Comment

Students should take first priority

The students must be the focus; they are not there to see "you." They are there to learn and who the instructor is not of immediate importance, especially if they are new students. If the student has been on campus for more than one or two semesters they will hear about you from other students (or instructors) and they may make a judgement before they even meet you because an instructor's reputation precedes him/her. But, no matter what the instructor's personality, the goal is to give the students the education they have paid for and expect. After all, without students… >>>

Joseph Humes

Discussion Comment

The lost cause

I had a situation not too long ago where a student talked to me about wanting to drop out. This student had some real promise and I told them so. They ended up dropping out anyway not long after the conversation. Sometimes, no matter how you, as an instructor, try to positively reinforce a student, it seems like they have already made up their mind as to what they will do. They leave, but you stay and help those who continue with their education.

Joseph Humes

Discussion Comment

Age

As a former non-traditional student I can understand and sympathize with adult learners. One of the issues that I dealt with was wondering how traditional students view me. On average, I was 20 years older than the majority of students in my classes; I felt closer to the instructors than I did my students, who, by virtue of their youth, were not my peers. For the most part, though I did my work and graduated with honors, socially, I did not fit in.

Joseph Humes

Discussion Comment

Lecturing

Predominantly, my style of teaching is lecture. In a oral communications class there is not much in the way of "hands-on" so lecturing takes a front-row seat. What I like about lecture is that it prompts questions in both myself and my students and can, at times, engage us both in meaningful discussions of the subject matter at hand.