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Teaching and Critical Pedagogy
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Generally speaking, this class argues that all teaching is based on a collection of historical, social, economic, and educational ideas and theories. As you work through this course, you will certainly be given an opportunity to explore and discuss your opinions on educative theories and approaches. Just as important, you will also be exposed to several new ideas and theories from me, your classmates, and education scholars, such as Lisa Delpit , Paulo Freire, Henry Giroux , Joel Spring , Peter McLaren , Michael Apple , et al., who offer valuable commentary and perspective on a variety of social, ethical, cultural, and instructional theories. There are many issues facing the advancement of education and the teaching enterprise; at times, there appear to be more questions than answers. The goal of the course is not to resolve every problem. Rather, the goal is to acquaint ourselves with society's role in education and with some of the thinking that affects the profession. To succeed in this course, therefore, not only will you be asked to consider practical why's, what's, and how's of teaching, but you will also be expected to think, discuss, and write about some cultural, social, and historical factors that continue to affect the education enterprise. Taking a look at the "big education, social, and cultural picture" will undoubtedly help your teaching and your students. Overall, as much as is possible in a semester, the goal of the class is to firmly ground your reasons for teaching in reason, theory or, at least, in re-examined instinct. Ultimately, when you leave this course, I hope you leave with a deeper appreciation of the unique nature of education and how teachers can be leaders when it comes to helping schools develop pedagogy that emphasizes critical pedagogy and cultural and social justice education. Finally, I hope you leave with a heightened sense of what it means to be an educator, and why it is important to be actively involved in evaluating and enhancing the status and direction of your profession. In this course, you will be asked to develop detailed, well-informed papers and other presentations on issues related to schooling. Work hard on developing your written voice during this course. Once you leave campus, your skills with written and vocal expression will prove invaluable as you continue to engage in discussions related to education. Clearly, the processes of thinking and writing are complementary. Good thinking leads to good discussion. However, good thinking is deepened and clarified during the writing process. By critically thinking about the ideas/issues discussed in your reading and in class, by actively participating in activities designed for oral discussion and feedback, you will find the written requirements for this course less difficult. Speaking of participation, attaining the aforementioned goals requires that each student helps to create a learning environment that encourages active participation, thoughtful discussion and reflection, critical examination, and a rich exchange of ideas regarding theory and teaching ideology. Further, it is important to note that not everything discussed or read in this class will be practical or immediately useable in a classroom. At times, class conversations will veer into the philosophical – which is an important component of the course for, as it has been said, "a philosophy with no implications for practice is only useless, but a collection of activities or techniques with no philosophy to control and direct them may well be dangerous" (Probst 120). Again, writing IS emphasized in this course. On the basis of goals described above, successful completion of this course will satisfy WMU's baccalaureate level writing requirement.
Specifically, here are the things you will be assessed on: A. PERSUASIVE RESEARCH-BASED ESSAY: As previously mentioned, written expression is a key focus of the class. This said, count on doing at least one of the of two essays requiring additional research. The questions for each of these papers will be related to issues raised during class discussions. Persuasive by nature, these essays are researched-based persuasive essays that will likely require additional reading and the use of scholarly research. They will be assessed on clarity, support, thesis, depth, overall organization and presentation, among other things. To the point, this assignment asks that you take a stance on a given topic/issue. To be clear: these are NOT simply reflective journals, what I call 'I - papers'. These papers require you to propose a thesis, and to support your proposal. It is assumed that you will have done your reflection before you write the paper, not while you write the paper. Further, do note that I "read papers, I do not weigh them," and I read the ENTIRE paper. Also, if you need to have an idea of "length," I expect each paper to be approximately FOUR FULL PAGES, typed/word-processed, double-spaced. Count on having at least THREE to FOUR scholarly resources for this paper. There are two questions, two separate papers, but you have to do just one. The papers and the topics can be found by clicking: Paper #1 and/or Paper #2. Also, if you do the first paper and are happy with your score, then you do NOT have to do the second paper. But, if you WANT TO IMPROVE YOUR GRADE, you may tackle the other question. If, for instance, you do the first paper and do not like your grade, you can do the second paper. Lastly, should you have difficulty with the assigned questions, or with comments on your papers regarding your answers, writing skills, etc., I strongly encourage you to talk to me about your work/writing. Effort and honesty is encouraged, and assistance is there for those in need. Again, writing is emphasized in this class. If you need help, you need to seek it. You could, for example, visit the WMU Writing Center . There are also plenty of on-line resources available to student/writers. For some additional help and/or to review the criteria when it comes to persuasive essays/writing, click here , here, or here. Generally, papers will be evaluated based on the following criteria: Content: You offer insightful or imaginative interpretation of the subject and present the reader with sufficient observations to be clear and convincing. You set up expectations for the reader and fulfill those expectations. The due date for each of the papers is indicated on the syllabus. The Research-Based Persuasive Essay is worth 25% of your final grade.
Throughout the semester - on a weekly basis - you will be expected to participate in the discussion and to address assigned questions. Near the end of the semester, you will be submitting a portfolio that highlights your participation and your critical thinking. Ultimately, you will be assessed on your participation in the forum - consistent, active participation - as well as your ability to critically respond to the questions and to the comments made by the other participants. Your “ NICENET” Portfolio is worth 25% of your final grade.
For each quiz, students will be allowed to use notes that they have generated from the reading. Note: There are NO "make-up's" for quizzes. Should you miss a quiz for any reason, you will not be allowed to make up the quiz. Quizzes are worth 20% of your final grade.
The Written Final is worth 30% of your final grade.
93-100% A (Outstanding, Exceptional, Extraordinary)
NOTE: Assignments that are not done/not submitted will NOT receive any credit during final grade tabulations. Any assignment(s) not received will get a ZERO PERCENTAGE during final grade computations. In short, not turning in an assignment WILL affect your final grade considerably.
A. ATTENDANCE: I expect all students to be here on time and prepared to work. Tardiness and absenteeism will not be tolerated as there is simply too much work and learning to do. Because of the experiential nature of course, it is imperative that students attend classes regularly. If absenteeism or tardiness becomes a problem, expect your grade for the course to be affected thusly:
B. Further, I will be adhering to all assigned due dates. I DO NOT accept late work regardless. You will know when assignments are due for grades and you will always know what I am expecting. Work is expected on time: due in class on the date that it is due. C. Also, cell phones ringing while class is underway is a problem: turn them OFF. D. In addition: to me teaching is not about guessing – it's about clear expectations and requirements. I will be providing "rubrics" assignments: guides that for the most part indicate how you will be assessed. Take a look at each closely. E. When it comes to grades, I am always open to discussion of your grades. I understand how important grades are; I understand how emotional some get when it comes to assessment. My job is to make the expectations clear. If I do not, or make errors, I expect my students to raise questions. Ultimately, it's about communication, civil, adult communication. If a problem arises, I will listen. Sometimes I change things, other times I do not. F. When it comes to writing assignments, writing is taken very seriously in this class. You must devote time to each of the writing assignments. I read each assignment very carefully and spend a great deal of time assessing each assignment. Based on past experience, those who approach their writing assignments (or this class as a whole) lazily or haphazardly will receive a grade reflective of their effort or lack thereof. G. In the end, if you are having difficulty with anything related to this course - the writing assignments; the attendance policy; or anything else - you must be an advocate for yourself and seek help or at the very least come talk to me. Should you need help and/or have problems, I encourage you to not wait until the last moment to seek help as there is likely little I can do 'after the fact'. Sometimes amicable solutions can be found; sometimes they cannot. Sometimes there is flexibility; other times there is not. Regardless, when it comes to questions, problems or potential problems, it is your responsibility to speak up and be an advocate for yourself should the need arise.
You are responsible for making yourself aware and understanding the policies and procedures in the Undergraduate (pp. 268-269) [Graduate (pp. 26-27) Catalog that pertain to Academic Integrity. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity, and computer misuse. If there is a reason you believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me of you are uncertain about an issue of academic honesty prior top the submission of an assignment or test. (Department of Teaching, Learning and Educational Studies staff memo, 2006). Many university-level writing guides exist that include sections on plagiarism and how to avoid it, as well as examples of citation and referencing of sources. Please consult an appropriate writing guide and review conventions for citations and avoiding plagiarism. I will provide assistance on an individual basis when one's resource on the matter is unclear or ambiguous. STUDENT RIGHTS: There are three more important pieces of information from the University regarding your rights: 1. Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disabled Student Resource Services office (387-2116) at the beginning of the semester.
Here, you can find the run-down of the course. Although I have included the word "tentative," we will make every effort to stick to this schedule. As a student myself, I know that you want to know the "5 W's" when it comes to reading and assignments. Do, however, understand that there may have to be alterations due to this and that. Click on the icon to get your class schedule for Fall '07. Print out a copy along with all of the abovementioned assignments and bring all to class each week.
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