Making “Stupid Calls” in the Classroom

On February 2, 2015, in UWindsor, by gregorynpaziuk

Today, in Windsor, discussion is dominated by two burning topics, both summed up in this Facebook photo from Randy Mulder via @WeatherNetwork:

Post by The Weather Network

If you don’t know what I’m talking about, the facts are these: Windsor got a ton of snow last night, and the Seattle Seahawks lost the Super Bowl because, as many argue, they foolishly elected to throw the ball. If you’ve read just about any news source online or otherwise today, chances are you’ve at least heard about the latter. Much of the blame has been placed on the Seattle coach that called the play. Queue the teachable momment: how many stupid calls have I made in the classroom? How many times have I lectured when I should have organized group discussions? How many times have I stifled student learning by asking un-engaging questions? How many times have I elected for summative feedback when formative feedback would have helped more?

Teachers Do Stupid Things Too

Yes, we are none of us perfect. Whether we be unexperienced student teachers or seasoned, tenured teaching faculty. From time to time, there are going to be decisions we make in the classroom that we will instantly (or later, upon reflection) regret. Here’s some proof:

‘Teacher You Are Stupid!’ – Cultivating a Reflective Disposition

Thomas S.C. Farrell has had his own stupid teaching moments, and once a student even told him he was stupid to his face. He used it as ammunition to reflect on his teaching practice:

Reflective language teaching involves teachers not only systematically gathering data about their teaching and using this information to make informed decisions about their practice, but also involves a particular reflective disposition. This disposition comprises of three essential attitudes of open-mindedness, responsibility, and whole-heartedness, all of which can make reflection meaningful for the practitioner. Reflection thus implies a dynamic way of being both inside and outside the classroom.

Read more from Farrell’s article here.

Teaching Mistakes From the College Classroom

Back in 2010, Faculty Focus asked college teachers to share their worst teaching mistakes for the purpose of educating others what not to do. The result was a special report collecting 15 short articles covering topics from mismanaging unhappy students to cross-cultural naivety. In one of these articles, Megan S. Grayce shares four tips for beginning instructors, among which is a plea to use lesson plans (and we agree):

I can’t stress enough how much better your classes will go if you use a lesson plan. There are many forms of lesson plans available on the Internet, just pick one that works for you or your college may already provide one they prefer you use. I suggest you select a lesson plan that you can fill in electronically and save as a document you can edit at a later date. Lesson plans aid the instructor in defining the objectives for the class, staying on track, achieving the stated objectives, and avoid frustrations.