Teaching Philosophy
Contents: |
Studying Languages at University | The Instructor's Role | Marking Guidelines |
STUDYING LANGUAGES AT UNIVERSITY
Students may be surprised at how much material is covered in university-level language courses, especially in comparison to language courses they have taken in elementary or secondary school. They must understand that in order to reach the goal of a certain level of acceptable competence--that indicated by a major, or a minor, or a certificate--a certain level of mastery must be achieved in each course. Even if you intend to do only 6 credits in a language (111 and 112) in order to fulfill a language requirement, it is expected that those two semesters of language study will prepare you to understand and use the language in a basic way, as well as establishing a solid foundation for higher-level study in case at some point you decide to continue in the language.
Some students may also find that their language class seems more difficult or demanding than some of their other classes. This is because the specifics of language learning demand study methods which students may not be using in other classes (though often they should be). Language learning requires 1. memorization (vocabulary and verb conjugations), 2. analysis of structures (grammar), 3. training the ear to recognize the spoken language, and 4. training the mouth to move differently in order to produce the new sounds. In its memorization aspect, it is similar to a field like history (memorization of dates); in its analysis aspect, it is similar to math or science; in its aural aspect, it is similar to music (learning to listen); in its oral aspect, it is similar to drama (taking on a new personality, including a new way of speaking).
A student who is in the habit of doing homework only on the weekends, or just before class, or just before an exam, will not be successful in a language class. (Indeed, s/he will not be very successful in most classes.) The memorization, grammar analysis, and retraining of mouth and ear, must be done gradually and frequently to be successful. Some time should be spent each day on active participation in listening and oral exercises, and these exercises should be done repeatedly in order to establish the desired aural comprehension and oral fluency. To learn vocabulary, 50 or 100 words can be memorized, not at one sitting, but by drilling on a few at a time in 10-minute periods over a few days, and once memorized, can be easily retained by regular review (and by noticing previously-learned words in readings and exercises). As for understanding and mastering grammar, it is important that the student first study each topic carefully (by being in class when the topic is explained, and by reading and studying the examples given in the text). Immediately after studying the topic, in order to understand it, it is essential that the student do at least some of the assigned exercises. Ideally the student will first do at least some of the relevant workbook exercises, as the answers can immediately be checked, and if there are problems, the material should be reviewed before doing the text exercises. Any lingering doubts can then be immediately checked with the instructor in the next class, before going on to the next step. By working on and mastering each topic as it is covered in the course, the student will gradually advance along the path of mastery of the language.
The different levels of language study at the university (100, 200, 300, 400) usually involve an upward spiral, i.e. at each level previous material is reviewed, as well as adding new material and applying higher expectations. The grammar especially is reviewed, in order to achieve a higher level of mastery of the basic concepts, and to add more detail and expand the understanding of the more difficult concepts at each level. Vocabulary will greatly increase, as each year students do more reading and writing; and their aural comprehension and oral expression should improve at each level, as they will be expected to spend more time listening to and speaking Spanish, both inside and outside the class. A student who does well (A or B) in first year classes (111 and 112) will usually have little trouble in higher- level courses, assuming they continue to put effort in. Students who get Cs in the first-year classes will usually struggle to do the higher-level work required in second year and beyond, and a student who has received less than 60% in any level of language class would do well to repeat that level before continuing on to any higher level, even going from 111 to 112.
THE INSTRUCTOR'S ROLE
The role of the instructor, whatever the field, is clearly to facilitate the students´ learning. However, this is not necessarily a simple task. The following are, in my opinion, essential characteristics of an effective instructor:
1. The instructor should have a thorough command of the material, both practical and theoretical.
2. The instructor should have the desire to help others gain competence in the field, i.e. should be a teacher as well as a doer.
3. The instructor should not only be competent in the field (be able to do the math, speak the language, build the house), but must also understand what that competence involves, ie. be able to analyze it and break it down into elements which can be taught.
4. The instructor should be familiar with the requirements and standards appropriate for each level in the field s/he teaches, so that the students will be properly prepared at each level for success in the next.
5. The instructor should love what they teach, and should try to spark interest and enthusiasm in students for the challenge of learning it, as well as giving them the tools to do so.
6. The instructor should be organized, set goals and have strategies to achieve them, and have a plan for the semester as a whole in order to effectively cover the required material.
7. The instructor should take seriously every step in the learning process, striving to explain each topic clearly, and to give assignments and provide resources that will help the student to practise and master the material. In the case of first-year students, the instructor should make no assumptions about prior knowledge of grammar.
8. The instructor should assume that all students want to learn, and plan classes accordingly, while trying not to be too disturbed at the fact that a certain percentage of students simply want to get a piece of paper which they think will help them get a job, and would like that process to be as easy as possible. (Understanding this fact does not mean making classes easier for these people, or passing students who have not mastered the material.)
9. The instructor should provide frequent and clear feedback mechanisms (assignments and exams) so that students can evaluate their learning and identify any problems.
10. The instructor should constantly evaluate the effectiveness of her/his teaching practices, identify topics which could be more clearly explained, or additional activities and resources which could help students achieve success.
11. The instructor should maintain her/his professionalism and the integrity of her/his courses by providing the same learning opportunities to all students, marking assignments objectively and with appropriate expectations, and treating students as responsible adults.
MARKING GUIDELINES
Student characteristics and behaviours which affect marks:
The following dimensions distinguish strong students from weaker ones. An ¨A¨ student is likely strong in several of these areas, while an ¨F¨ student is certainly weak in most. A ¨C¨ student is probably weak or inconsistent in several. While talent and experience are an advantage, a student with no prior experience but with good student behaviours will do well in a class in comparison with a student with natural talent but poor study skills.
Talent: Some students have a special aptitude and/or motivation for learning, in general, or in languages. Other students may have less motivation or less natural talent.
Experience: Students who have studied a second language tend to already have some of the skills necessary for language learning or to understand the behaviours necessary for success (eg. vocab drilling, grammar analysis, daily practice). Students with no prior experience in language learning will have to develop these skills.
Attitude to subject: Students who do well tend to show their interest by being alert in class, thinking about what is said by both students and the instructor, actively trying to apply what they learn, and asking questions. They do not wait to be told what to do, and often do more than is strictly required. They are enthusiastic about learning. Students who do poorly are more passive learners. They may not always pay attention in class, show little enthusiasm or desire to participate, don´t think much about using the material studied, and tend to do the minimum required, or less. They may spend more time complaining about the work than doing the work, and may be more focussed on their mark than on their learning.
Commitment to class: Students who get higher marks tend to see class as an iron-clad commitment; they always attend, and are punctual and ready to work by the start of class. They try to get the most out of each class by listening carefully, thinking about what is said, and working hard during class time. Students who are less committed tend to do more poorly; they may be late or absent when other priorities get in the way of the class. They also may not use class time wisely, chatting instead of working on assignments.
Organization: Managing several classes, as well as other commitments such as work, family and friends, requires good organizational skills. Top students have a plan and stick to it. They organize their time so that they are able to attend classes and keep up with assignments in all classes. They maintain a study schedule and keep track of materials and assignments required for each class. A big assignment in one class or an unexpected event may require an adjustment in the schedule, but it will not totally throw them off. Weaker students tend to not be well organized. They do not have a plan scheduling class, homework and work commitments, so put off one of them in order to attend to another. Instead of doing daily work to keep up with classes, they tend to cram before an exam; an illness or other event will be a catastrophe.
Study methods: Outstanding students maintain a fixed study schedule. They prepare for each class by reviewing class notes, doing any assigned reading, drilling and exercises. They expect to spend 2-4 hours on homework for each hour in class. In a language, they try to do some work each day, practising orally, reviewing vocabulary and doing grammar exercises. They monitor their own learning, test themselves, and try to apply what they have learned to new situations. They use the feedback from class activities, homework corrections and exams to improve their performance, by reviewing the topics they had mistakes in, asking questions on specific problem areas and meeting tutors for extra practice. They study for mastery, and they follow any study strategies suggested by the instructor. Weak students tend to get behind in homework, do not practice each day, and when they do exercises, they may not really think about what they´re doing. In a language, if they get behind in vocabulary or grammar study, they will not be able to understand grammar exercises, and will not be able to do them correctly. They may ¨study¨ something, but don´t test themselves to see if they´ve really learned it. They seldom go over corrected work to understand their errors, so make the same errors over and over. They will often get in a panic before an exam trying to learn all the material they did not learn before, or going to see a tutor or the instructor when they are several chapters behind.
What marks mean:
The purpose of grades is to indicate to students and other interested parties their exact degree of mastery of whatever level of whatever field is being studied. There should be an obvious correspondence between the material covered in the course and the material on exams; marking should be seen to be objective; and marking instruments should be designed such that students with the highest combination of talent, commitment and effort are able to achieve an A, while students who put no effort into the class do not pass. Grades assigned should clearly distinguish between these students, as follows (this is standard university marking):
80%-100% (A- to A+)
Exceptional performance: superior grasp of subject matter, capacity to analyze and apply material, evidence of extensive knowledge base in the field. Excellent mastery of most material covered.
69%-79% (B- to B+)
Competent performance: good grasp of subject matter, reasonable knowledge base, fairly good ability to analyze and apply material studied. Good mastery of most material covered.
59%-69% (C- to C+)
Adequate performance: some grasp of subject matter, weak analysis and ability to apply material consistently. Fair but inconsistent mastery of material covered.
50%-59% (D- to D+)
Consistently fairly weak. Passing, but too weak to continue to the next level.
0% - 49% (F)
Inadequate performance: little knowledge base or understanding of subject matter, inability to analyze material or apply it. Unacceptable mastery of material covered.