Teaching Methods Goals

Here are some of the goals I'm thinking of including on my "initial report," due September 30:

1. Create a classroom climate of community and cooperation (holy alliteration!)

Challenges: the class is only 8 weeks long, doing work on a computer screen doesn't (on the surface) seem to lend itself to community building, I have a hard time learning names (important for community!)

Strategies: setting the stage on the first day, creating frequent opportunities for students to work collaboratively/cooperatively, encouraging students to look to other students as resources, encouraging students to be helpful and supportive of one another

2. Incorporate more active learning components to replace lecture and listening

Challenges: none that I can think of except the significant time commitment required to develop new activities and materials

Strategies: develop materials to supplement the textbook, incorporate group and partner activities, incorporate activities that help to achieve learning goals but are not computer-based (for variety, and to avoid "screen daze")

3. Divide classroom time into smaller segments to foster student engagment, access different learning styles, and keep things moving!

Challenges: I am used to teaching this class in a three-hour block in the morning to a group of students who are very motivated to learn. Previsouly my class was routinely divided up into longer segments
-10 minutes: arrival/settle in/turn in homework
-10 minutes: discussion of the "quote of the day"
-40 minutes: lecture/interactive demonstration of unit computer skills with Q&A incorporated
-10 minutes: break
-40 minutes: continued lecture/interactive demonstration of unit computer skills with Q&A incorporated
-10 minutes: break
-60 minutes: open lab time, students work together or individually on assignments with the teacher present for questions
I will have to significantly adjust my teaching methods and materials to change this format. It will also be a challenge to ensure that students get enough "concrete" information and teacher support when the time is organized differently.

Strategies: Come up with new classroom routines to accommodate shorter segments. Use a variety of activities to replace long lecture/demonstration. This goal really goes hand-in-hand with the second goal.

Student Feedback

One of the journal entries I assigned last week (midway through Windows XP) was to give me feedback on how students were feeling about the class so far. I should have documented all of their comments, but unfortunately I have already graded and handed them back, so the official evidence is lost.

Nevertheless, I do remember some of the positive comments that were made:

• I like the Scavenger Hunts.
• The class is well-paced.
• I have learned a lot.
• I like working with and getting to know my classmates.

And I remember some of the negative comments too:

• Some classmates can be annoying.
• I am sometimes confused.
• I don't like it when my time is wasted because other students came to class late. One time my partner and I had our hands raised for 10 minutes and never had our question answered. I shouldn't have to wait just because other students are not responsible.

Overall, I was pleased that many students left the "negative feedback question" blank, or said they had nothing negative to report. I was also pleased that many students said they liked everything under the positive feedback question.

The most useful answers were the specific ones. I was really happy that at least one student found the Textbook Scavenger Hunts to be useful, because I have spent so much time developing (and grading) those! I also was glad to see that at least one student felt the class was well-paced, since I also put a lot of effort into organizing class time.

I try to divide class periods up into several segements, involving different ways of learning. Here are some of the activities students do in class:

• working with a partner or trio
• working individually
• exploring/reading the textbook
• doing practical exercises on the computer (some instructions are text-based, others are entirely visual/graphical)
• doing practical exercises manipulating physical objects other than the computer (documents and file folders)
• listening to the instructor or a student volunteer present material
• following along with the instructor in an interactive demonstration
• large-group Q&A
• journalling/reflection
• open lab time

Overall, the student feedback made me feel that students have reacted positively to the teaching methods I have employed, and that the main issues I need to work on are:

• being more clear in my instructions and making sure that classroom activities are also helping students to achieve greater competency in the necessary skills
• continuing to conscientiously foster a classroom climate of helpfulness and cooperation throughout the duration of the course
• not letting some students monopolize my attention during class at the expense of others (also eyes on the back of my head would help :) )

Considering how nervous I was at the beginning of the semester, I definitely was glad to see that students are not outrageously displeased with the class so far. In fact, their feedback was quite positive, which was a big relief to me!

Blackboard

One of the biggest adjustments I have experienced has been the transition to using Blackboard. I didn't even write about in the Personal Action Implementation Plan, because I didn't realize how much it would affect me.

To ease my transition into teaching Windows XP under so many new circumstances, I based my class on the Blackboard site set up and provided to me by my department chair. I reused all of the assignments that were already set up on Blackboard, which was a big help, since I did not know how to create assignment links from scratch in Blackboard. (I did have to do a significant amount of customization, especially to the menu which I found too confusing, and the gradebook where I added columns for graded in-class activities and an additional exam.)

Although the links were set up for me, I continually come upon new challenges generated by Blackboard: How to open an assignment submitted on Blackboard for grading purposes? How to clear an assignment a student submitted in error? How to move a column in the gradebook? How to create an online test? How do students check their grades?

These questions continually arise and take up a significant amount of my time. Grading is also slower and more cumbersome than I remember. Blackboard is pretty slow at displaying attached documents, and often requires confirmation of some sort (due to varying software versions used by students). So there is extra waiting and clicking, which seem to really slow down the process.

On the other hand, I am able to type up all my grading comments in advance and it much quicker to copy and paste a series of comments into the comments box, than to handwrite comments on each student's paper. I also like that the unit quizzes are graded automatically within Blackboard.

And what about the student point of view? Many students have seemed to struggle with finding the information they need on Blackboard. Even though I streamlined and reorganized much of the original template, I realize that I probably could still do more to make the information more accessible for students. I have taken notes on the specific changes I will make for next time, but one main change will be to reduce the number of buttons on the menu. For the short term, I created a classroom exersize called "Blackboard Scavenger Hunt," in which students worked in pairs to locate essential information on Blackboard. The scavenger hunt also focused heavily on reading instructions on Blackboard. My sense was that this helped students find key bits of information and reinforced the importance of reading instructions before attempting assignments.

Another problem students have reported is difficulty submitting assignments via Blackboard. I think there are several reasons for this, some of which I can address immediately and some which need to be looked at for the next time I offer this class:

• Part of this problem may be due to the fact that students have 4 different places to find instructions regarding their assignments--the syllabus (which has the due date), the unit assignments folder (which has general instructions for the whole unit), the submission links (which contain specific instructions on what to submit for the individual assignments), and the textbook (which is where the actual exercises are explained). For next time, I will provide all of these instructions in print format, in a single location. It will either be part of the syllabus, or a separate handout which I will give out on the first day. Having this information in paper format will hopefully help students follow along, and eliminating this text-heavy information from Blackboard should help further streamline the site and make it more user friendly. The only thing left on the Blackboard assignments link would be the submission links themselves; all instructions would be on paper (and a copy of the paper doc under Course Documents, I suppose).
• Another part of the problem with submitting assignments is the skill level of beginning computer students. Some students are more advanced, and have adapted more easily, but since this is a beginning class, it should be appropriate for true beginners. The process of creating a print screen, copying it to Word, saving the document, and uploading it to Blackboard is actually not something that students should technically be able to do until the fourth week of class, since many of the skills needed are covered in Units A-C of Windows XP. So it really is unfair, to a certain extent, to ask students to perform these skills before they have been covered in class. On the other hand, students have managed to adapt. For next time, I need to think about delaying the submission of assignments on Blackboard, and creating some intermediate steps before students are required to do this. Specifically, students should first practice and become comfortable with creating print screens and copying them into a document. The next step would be to simply print the document out without saving. Meanwhile, they can complete quizzes on Blackboard to become more comfotable with the online system (quizzes do not require any file managment skills). Unit B covers saving documents, so that would be a good time to expect students to be able to save print screen documents to their H: drive. Finally, once they have mastered saving documents into a folder, then they could reasonably be expected to do all of these things AND upload to Blackboard. This way, the first print screen assignments to be submitted online should be the Unit B assignments. I will definitely redesign my syllabus for next time to delay the submission of print screen assignments through Blackboard.
• Finally, the print screen instructions I inherited from the department require students to save files in Word. Again, Word requires some skills and familiarity that we can't reasonably expect beginning Windows XP students to have. It is also a program they may or may not have on their home computers, possibly creating an additional barrier for them. I need to research what other programs would be adequate for submitting assignments via Blackboard. Possibly a program covered in this class or a simple graphic file that would not be difficult to create. I think this would be a big improvement for students (and for me if I can avoid extra wait time and confirmation messages due to Word).

Overall, I think I will continue to use Blackboard, but I realize that there are a lot of things that could be improved in this area, both for my ease of use and to maximize the students' learning experience.

First Day of Class

Here is what I learned about the get-to-know-you icebreaker: it works better in a small group. (Never again in a large group!)

1) In my first class, I had an icebreaker. Students wrote a get-to-know-you question on an index card, and then passed the card to someone else. Then they wrote a second question on the new card. After that, they had to get up and cross the room to introduce themselves to someone and answer the questions on their card. The students seemed to recieve the activity fairly well. They were talking and moving about the room, and did not seem overly ackward about participating.

2) In the second class, I tried it a different way. Students also wrote questions and passed cards the same as before, but then I had them stay in their seats, introduce themselves to the whole group and answer the two questions on their card. This was much more awkward and got the class off to a worse start.

Here is what I learned about Blackboard:

1) It is difficult to do a Blackboard exercise in class on the first day, because not everyone is necessarily registered yet.

2) The instructions I gave in the welcome message were too complicated. They had to read the welcome message, go to Assignments, then the first line of the assignment directed them to Course Documents, where they got instructions on the assignment, and then had to return to Assignments to submit. In the future, I will put the Print Screen Instructions with the Assignment itself (the way I originally had it!).

3) I think I should have given the students more direction instead of assuming they would read and understand all of the directions. Especially on the first day, there is no reason for them to unnessecarily feel "stupid." At the very least, I could have said to the group "This is kind of like a treasure hunt. You will have to read the instructions carefully and click around to different areas in order to complete all the steps. Don't feel shy to ask a classmate or me for help, because some of the steps are not so obvious."

Here is what I learned about journalling:

1) So far, so good. The students cooperated and did not complain. The journals in the first class (where they had a small-group icebreaker) seemed more genuine and sincere. The journals in the second class were ok too, but you could tell they were less warmed up to the journal idea or to the class in general.

2) Now I don't know what to do next. I was going to assign a journal entry that piggybacks on the first. But now I know some students didn't fully answer the first journal, in order to logically do the second. Also, some students may have been absent today but will show up next time. This makes me want to change my plan about piggybacking the topic.

On the other hand, I think that part of the reason for not answering completely was that some students didn't understand the word "impede." (I thought about clarifying that word, but then I decided against possibly talking too much. Again, I realize afterwords that the clarification would have been worth the additional speaking.)

I will probably still piggyback on the last topic, but maybe find a new way of wording the topic so it works even if you didn't complete the first journal.

Here is what I learned about my students:

1) It is true that I have many young students in my class. The 12:30 class had a significant cohort of 18-year-olds just graduated from high school. Also, many students drive in from other towns.

2) I had my first accomodation request. I have to figure out how to administer a test with a reader and give time and a half. I think we will have to schedule the test for a different time, outside of class.

My overall thoughts:

The first day was hard. I was reasonably well-prepared, so in that respect it wasn't so bad. But I feel ackward getting started. I worry about talking too much (and then realize I didn't give enough direction). I worry about having a classroom atmosphere that is not fun. I worry about forgetting to remind students to bring their textbook next week. I worry about a lot of things. . .

It is not the first time I've taught, nor the first time I've taught this course, but for some reason I feel very, very new. I feel like, "will I ever learn?" I hope so!

Experimenting

This fall will be the first time I teach multiple sections of the same class. . .

One thing to consider is that I could experiment by trying different things with my different sections. For instance, I could stick with my regular old quotes for one section, have students write journal entries related to quotes in another section, and do more open-ended journalling assignments in the third section. Or, have the third section be the control group that does computers only.

The benefit is that I could try several different things and compare the outcomes (as percieved by me, such as how the class seems to react/engage, whether it is comfortable for me, etc.). Additionally, since my classes are only 8-weeks long, I could modify my ideas for the second half of the semester and experiment even more.

A drawback is that conducting different activities in each section would entail some additional prep work, which might not be feasible considering my schedule this fall. Another drawback is that the validity of this type of comparison could be comprimised by the chemistry of the different classes. What I mean is every class is different, so even if a technique doesn't seem to work well with one particular group, it might be very well received by a different group.

All in all, experimenting with is an idea worth considering. It might be fun to try!

Journalling #2

The Quote Journal I blogged about on June 2 was designed for an English course, but could it be modified for use in a computer class?

For a long time, I have been using motivational quotes and a quick discussion of the quote to start each class period. My experience has been that motivational quotes can get students thinking and interacting, provide opportunities for students to share personal information (sometimes even fears and insecurities which are often shared by others), and they reinforce the role of education in attaining personal goals. Occasionally the quotes seem superfluous, but often they help students open up and feel more confident about their ability to succeed in computer class.

However, the on course activity adds a new dimension to quotes: journalling. Would journalling work in my computer classes? I think so.

Here are some variations I can think of:

-a one-minute open-ended journal to clear your head before class

-a one-minute journal related to a motivational quote provided by the teacher

-a quote journal (students provide the quotes, commentary not required)

-a short journal activity via email or discussion board

-short reflective journal questions, such as "What could I do to improve my performance in this class?" or "What study techniques might help me retain this information?"

-short feedback journal pieces, such as "What, if anything, did you find difficult about this assignment?" or "So far, what is the most useful thing you have learned in this class?"
I think that journalling is a really useful tool for practicing critical thinking, allowing students to have more participation and control over their own learning, addressing potential barriers or set-backs students may face, and when done in class it allows for silence and internal reflection.
I'm going to consider implementing a journalling activity in my computer classes this fall.

Online Learning Resource

Spanish
http://www.gcfaprendagratis.org/

English
http://www.gcflearnfree.org/

Is this something I could use?

Personal Action Implementation Plan

Personal Action Implementation Plan
Amanda Postel
Summer 2008

I feel like the general intention of the Personal Action Implementation Plan is to help instructors improve their courses and teaching methods. In an ideal world, I would want to be proactive in implementing ideas such as using creative new ways to engage students, designing a new student project or learning activity, incorporating more active learning opportunities, or including a community service opportunity within at least one of my courses. I am full of big ideas!

However, this fall I will be facing a number of significant changes to the classes I teach. Given the magnitude of changes before me, I feel I realistically will have to table some of my grand ideas, and approach my Personal Action Implementation Plan in a more reactive manner.
Here are the changes I will be negotiating this fall:

The location of my classes will change. For the first time, I will teach weekday classes at the main campus (Truax) as opposed to weekend classes at satellite campuses and community centers (South Madison, Centro Guadalupe, Bridge Lake Point Waunona Neighborhood Center, etc.).

The time of my classes will change. Instead of teaching 3-hour classes meeting once a weekend, I will be teaching weekday courses that meet 1 hour 15 minutes twice a week, and one 2 ½ hour evening course, both of which are new time frames for me.

The language I teach in will change. In the past, I have taught Microsoft Office and most other computer classes in Spanish or a bilingual format, but this fall I will be teaching Microsoft Office courses for the first time in English only.

Due to the new location, time frame, and language of transmission, I expect that the student population in my classes will be different than in the past. I expect to have more native English speakers, and more "traditional" college students than in the past. I do not yet know just how this change will affect classroom dynamics, teaching strategies, and a number of other variables, but I imagine I will have to adjust in some way to the different types of students I will have in my classes.

The content of my courses will change. Two of the software courses I am scheduled to teach have been upgraded since the last time I taught them. In the past I taught Windows 2000 and Excel 2003, but due to the upgrade, I will be teaching Windows XP and Excel 2007 for the first time.

The materials for my courses will change. Again due to the upgrade, new textbooks are being issued. New textbooks mean new readings, new in-class activities, new assignments, new quizzes, etc.

I will be teaching for the first time in a new department. In the past, I have taught computer classes for Adult Continuing Education, Diversity and Community Relations, and Business, Industry, and Community Services. This fall, I will be teaching for the Business Technology Department, so I am dealing with a new supervisor and administrative procedures.

This written Personal Action Implementation Plan will help me to identify specific steps I can take to respond to the changes I am facing. It is also my hope that having and following a written plan will help me to negotiate some of the anxiety I feel in facing all of these changes. Having an organized and methodical plan of action should be useful tool that also reduces stress as I move into this new phase of teaching.

The Plan
Action Items
Target Date
1) Acquire the textbooks and any curriculum that exists for the new courses I will be teaching (Windows XP and Excel 2007).
June
2) Spend time reviewing the textbooks and curriculum. Pay special attention to the number and nature of assignments and the grading system used by other instructors.
June-August
3) Develop a syllabus Windows XP. Determine the pacing, assignments, and grading for the course. Consider how to adapt my classroom routines and teaching methods to shorter, more frequent class meetings.
August 18
4) Wait to develop the syllabus for Excel 2007, which begins mid-semester. Reflect on "lessons learned" from Windows XP and incorporate any necessary changes in the plans (and syllabus) for Excel 2007.
October
5) Prior to the start of classes, become familiar with classrooms I will be teaching in for the first time. Make a note of what software is installed on the student computers (particularly all Microsoft accessories that are used in Windows XP curriculum, Microsoft Excel, and PrintKey which alters the procedures for any assignments requiring a screen print). Make a note of any special passwords or log-in procedures. Turn on all equipment at instructor station to make sure everything functions and I know how to work the equipment. Call the helpdesk to inquire what procedures to follow if a student does not know their log-in information or has not activated their MATC account.
August 11-15
6) Create a blog to document insights, challenges, and progress. Write at least 10 reflective blog entries during the semester, as well at least 5 during summer preparation. I have a lot to learn from this new experience, and I expect that journaling will help me to process what I experience, deepen my own learning, and improve my teaching in the face of new challenges.
June-December

Assessment
I will assess the effectiveness of this change in three ways. First, I will assess my ability to accomplish the tasks on my list of action items. Second, I will assess effectiveness through blog entries. Finally, I will write a conclusion to tie these elements together and provide closure for this project.

MATC Resources Instructional Plan

Learning to Learn Camp Summer 2008
Instructional Plan

Title: MATC Resources—Scavenger Hunt
Purpose: Explore several available MATC resources
Time: 1 hour

Before workshop/upon arrival
Establish groups for the scavenger hunt
Depending on the timing of the workshop in the week’s activities, determine ahead of time whether students will remain in pods or split into new groups for the scavenger hunt.
Greet students and guide them where to sit.

Icebreaker: Create Original Resource Questions
Meet other students and visualize a time when you may need an MATC resource
Have students write a scenario (real or hypothetical) in which they may need to seek out an MATC resource. Provide examples: car breaks down, feeling stressed out, need financial aid. . .
Facilitate a quiet thinking and writing period.
Facilitate quick pair share (introduce yourself and share your scenario)
10 minutes

Scavenger Hunt
Explore the building and make contact with several MATC resources
Establish return time and emphasize promptness. Participation points will be granted only if students at the appointed time. Before setting off on the scavenger hunt, quickly brainstorm using this prompt, "How might you find these things? Does anyone have a beginning idea?" In groups of 4 or 5, students will complete the first 5 items on the Scavenger Hunt Worksheet. Each student must collect the required information and signatures. Students have until the end of the week to complete the remaining items and will include the worksheet in their portfolio for final evaluation.
Small group activity.
30 minutes

Debrief & Match Icebreaker Questions to Resources
Share experiences and unanswered questions
Ask students to share anything interesting about what they found or any problems they encountered. Have students place their Icebreaker question on the corresponding resource sheet. The group may help direct students to the correct resource.
Open-ended discussion and large group activity.
5 minutes

No One is an Island—Potential Resources for Me
Visualize where to get help and identify resources you may consult in the future
Students fill out the "Island" Worksheet with 4 resources they may turn to for help.
Individual activity and silent reflection
5 minutes

Assessment Plan: Students will gain 5 points upon returning to class for debriefing. Final assessment will be accomplished by including completed scavenger hunt in portfolio.


Instructional Resources & Equipment needed:
For Instructor For Participant
Chalkboard / whiteboard Post-it notes
Session notes Scavenger Hunt Worksheet
Resource Sheets placed around the room "Island" Handout
Room Arrangement 25 chairs arranged around 5 tables. Table and chair for instructor.

Characteristics of an Effective Facilitator

Here are the three "characteristics of an effective facilitator" that I want to work on this semester:

1) Adding Humor
2) Using Silence Effectively
3) Lecturing Engagingly

Dreams and Nerves

I am nervous about moving from my evening and weekend classes at community centers to daytime classes at the technical college.

The students will be different, the environment will be different, and to top it all off, I will be teaching the newer version of Microsoft Office, which I have not taught (or even used extensively) yet.

I don't even have the textbook yet.

I have always taught in 3 hour blocks, and now I will be doing 1 hour 15 minute classes.

Last night I was dreaming about how to conduct my class, brainstorming in my sleep.

Journalling

QUOTE JOURNAL
FROM THE ON COURSE WEB SITE

INTRODUCTION: I have taught English and Speech for the past thirty years, and recently, I had a remedial English Composition class that met for two hours twice a week beginning at 8 a.m. Most of the students in the class had waited until the last minute to register and, because other sections were full, ended up in my 8:00 class. They resented getting up that early to attend a class they "had to take." My challenge was to break through the students' negative attitude. A second challenge was to find a way to jump-start the writing/composing process. In previous classes I had relied on exercises in the text as writing prompts. They were more like writing prods and were unsatisfactory. They seemed too limiting and mechanical. They smacked of high school busy work. I knew I needed to do something different, so I introduced "The Quote Journal."

PURPOSE: The purpose of this activity is to help students.
Have a positive experience with writing and learn to enjoy it.
Be Creators rather than Victims when it comes to writing.

SUPPLIES/SET UP:
*3-ring binders (I ask students to purchase a binder, put their name it, and decorate it any way they want).

DIRECTIONS:
1. You will each create a "Quote Journal" consisting of twenty-five entries. The quotations can be from any source you choose: from the Internet, books, conversations, song lyrics, advertisements, bumper stickers, posters, etc. Quotations must come from a variety of sources and be on a variety of topics (not twenty-five quotes from one location or on only one subject). [As a variation, instructors could have their students choose quotations from the course text or from articles related to your course topics.]

2. Each journal entry must contain the following:
A quotation.
Who said it (the attribution)
The source of the quote (where, specifically, did you find the quote).
Your personal commentary, evaluation, or opinion regarding the quote.
For entries 1-10, your commentary must be 25 words or more.
For entries 11-20, your commentary must be 50 words or more.
For entries 21-25, your commentary must be 100 words or more.

3. At the beginning of each class, we will discuss one or more quotes from your Quote Journal. During the semester, everyone will have to volunteer at least twice to read an entry from his/her journal.

4. The criteria for acceptability of each entry are simple: Complete the four- part format for each journal entry, and turn it in on time.

5. In my class, I handed out a Due Date List so that everyone knew when journals were to be handed in. This also served to discourage procrastination. Basically, the Due Date List was one journal entry per class meeting.

OUTCOMES/EXPERIENCES:
I was mildly surprised and quite pleased with the results. After the first two weeks, students decided this assignment was something they could do. So they did. I think that by my making the journal a series of 25 bite-sized assignments ("3-foot tosses," for those of you who have taken the On Course Workshop), the intimidation factor was eliminated.

In my grade book I kept track of who read and when. After two instances of no volunteers, I began selecting a volunteer to start the class. A couple of days of "selected volunteers" led to real volunteers from then on. Everyone read at least twice, which was good, because I wasn't sure what I was going to do if they didn't. Several students even volunteered more than twice. (A good quote or a good response was something to show off.) As more and more quotes came in, students discovered that if they had a quote that had already been read in class, it didn't look so good. (I never said that, but they seemed to think that originality had value.)

I found that after the first couple of complaints about the length of the writing assignments, there was very little attention paid to length. The students found that they were writing more than the minimum anyway, and that they had no difficulty doing so. In addition, they discovered that they actually had something to say when they were in charge of their journal topics.
Quote selection and resulting comments ranged from the serious to the silly, although some times it was hard to tell which was which at first. For example, one student chose "Made in China" for one of his quotes. He first wrote a sort of rant about how nothing was made in the USA any more. Lots of anger, but not much else at that point. Later he wrote one of his final essays about the problems of international trade costing jobs. Another student, an ex-marine chose "Semper Fi" for one of his quotes. His essay about how joining the Corps changed his life was a very good Cause/Effect paper. On the other hand, I also received more song lyrics than I really wanted, often with commentaries the equivalent of "Like, I mean, this really says how it is." Still, I had good overall results, and I had the added benefit of many quote researchers out gathering material for me.

Those students who stayed the course and completed their Quote Journals generally did well when it came to the final writings. The students wrote more frequently (25 journal entries does that) and they wrote more words and more paragraphs per entry without apparent strain. Some actually said they liked doing the writing.

I still get occasional e-mails from students in the original group. They forward a quote or let me know how they are doing. I think the best comment came from the student who said that I was pretty sneaky getting them to write by letting them have fun. Hmm. I'll take her comment as evidence of a positive step in Life Long Learning. I didn't realize until later how important it was to break the old attitude patterns, but once we got past the idea of "having to" do assignments because some outside enforcer "made them do it," a good number of students found that education wasn't an antagonistic relationship. When it became clear to them that we were all on the same side, they bought into the program.

The students, for the most part, took charge of their own learning. That was an immense change for many of these remedial, at-risk students. They discovered they could accomplish tasks that they previously didn't know they could. Self-esteem seemed to improve. I base this observation on the changes that students made during the semester. They stood taller. They showed up on time. They smiled. Their interactions with others were more friendly. They participated willingly in class. They were willing to take academic risks: embracing a new idea or behavior pattern. Now, not everyone leaped tall buildings at a single bound by the end of the course, but most had made changes in attitudes and actions. They were much more prepared for the college culture than when they began.

PERSONAL LESSONS:
I learned that by giving students a challenge and some suggestions about what to do, and then getting out of the way, we all are frequently surprised at what is accomplished. I also learned that I really can do more by doing less. I think that before this project, I was trying to do too much of the work, and the students were letting me. This situation was not good for any of us. (It wasn't until after taking the On Course I Workshop that all this came clear. Thank heavens for On Course.)

I will continue to use the Quote Journal, making adjustments in the Directions to Students as I get more data. Overall, this assignment is a positive experience for me and for the students, too. I would recommend it to anyone who wants to sneak some writing into a class and reap the benefits. Economists have quotes. Historians have quotes. Even mathematicians have uttered a quote or two. Having students do some research could be part of the class requirements or could be a logistically easy extra credit project. The "Quote-Source-Attribution-Personal Comment" format is easy. And from personal experience, I know that it works.

I have rediscovered that people can do more and better than they initially think they can when they are given the opportunity to do so. Most important for me, I learned that letting go of old behaviors and attitude patterns is difficult. Even when the old ways don't work, there is comfort in the familiarity. Old scripts die hard

--Chuck Swannell, Faculty, English & Speech, Burlington County College (NJ) CSWANNEL@bcc.edu