When students first enter college, they experience a bit of a learning curve for managing time and materials. I'm no exception!
Last semester, I started my doctoral studies. I'm a teacher, so I am no stranger to school, but I spend most of my time on the delivery end. Who is surprised that when I ended up on the student end, I arrived unorganized and underprepared--despite my best efforts? Not me.
...sometimes I forget what it's like to be on the other side of the desk. Experiencing the role of student in my graduate studies last summer helped to remind me that students need guidance and support as they embark on their college adventure.
Planning time for managing assignments is important, and even the best laid plans can come up short. In addition to managing time, students also need to consider what materials are useful tools for learning. For me, this means plenty of post it tabs and highlighters!
Making Lists, Checking Them Twice
Despite my best intentions I shipped off to graduate school last summer without many of the necessary supplies. Packed to the brim, my Edge hauled clothes, bedding, pots and pans, and books. Lots of books. (I'm an English major, after all.) I logged 1200 miles of highway and shelved at least 6 hefty boxes of books before realizing that I had not packed at least a dozen books I would need for the summer terms. Ugh!
My first call home to my dad went pretty well: "Hey, Dad. I need a book by Mina Shaughnessy. Errors & Expectations. It's red. You should be able to find it on the bottom shelf of my reading desk." I knew right where this tome was located--I thought.
"Uh...I'm looking here, and I don't see it," my dad replied.
"Huh. I am sure that's where the book is shelved. It should be the only red book there."
"Let's see. I will read the titles. The first book is...," Dad read--and proceeded to read the rest of the row of book titles. The book wasn't there, and I found myself scrambling for a copy of the text--feeling frazzled and unprepared for the reading expectations of my advanced writing courses.
I began to realize that this is what some of my students also feel like when they come to the classroom: anxious and overwhelmed. I felt prepared when I pulled out of the driveway, but as I began to work through the semester, I realized I lacked some tools.
As a teacher, I see my role in the classroom as a student supporter, but sometimes I forget what it's like to be on the other side of the desk. Experiencing the role of student in my graduate studies last summer helped to remind me that students need guidance and support as they embark on their college adventure. So, students, bring your highlighters! Bring your sticky notes! Get your notebooks ready! Toss your anxiety at the door, and let's just write!
(We'll talk about process later...)
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