I am involved in an interesting discussion with an English colleague about the difference between English and math classes. Some of my comments below I think are generally true, though colleagues might disagree, and others will be truer of my classes than classes in general. Probably none of the comments is universally true.
My ideal class, regardless of subject, is the one where students come in, settle down to work reasonably quickly, and then stay reasonably on task for the class period, regardless of whether I’m even there or not. You may guess how often or how nearly that goal is realized–but it often comes closer to being realized in math than English.
In trying to come a bit closer to my goal, I am usually looking for ways to make the English class less teacher-centric yet still interesting and challenging [see End note, however].
In the exchange below, “CS” is my Colleague who is Suggesting things (witty abbreviation, n’est-ce pas?)
CS A problem-solving approach to the stuff of English class is to ask HOW a text (word, phrase, sentence, chapter, volume, work) means what it does–explication, poetics, yes, but also consideration in terms of planes of meaning, etc.
DR Right, but what I’m looking for is a way to get multiple people working on this at the same time for a consistent period of time as opposed to the “turn-based” model one sees so often in English classes. Many English classes (and many math classes as well, just not mine) are essentially a series of one-on-one interactions between teacher and student, then teacher and another student. I’m trying to get away from that model on a sustainable basis. So far, I am only intermittently satisfied with my success in that regard.
CS How about group work?
DR I find groups work better when they’re working toward a goal. I think part of my issue is that assembling groups to answer questions can work, but if you can get the group to work toward a specific goal–maybe a group essay–you tend to get more sustained focus. I’m not sure yet, still trying things and assessing how and when they work–and don’t.
[later email]
I think the student approach toward questions is the same as their approach to reading: if they’ve passed their eyes over the page, and especially if they’ve highlighted/underlined something, they think they’ve read it. Whereas, I don’t think they’ve read it until they can tell me what it really says in their own words and ask intelligent questions about it.
I will continue to think on this issue and appreciate continuing feedback…
End note: In having a similar discussion with some English students of mine a couple of years ago, one of them said (words to the effect of): “Yes, getting us to question more and generate more of the class discussion by our peers is fine, but I really took this course to find out what you thought on these issues.”