Reflections with a twist

One of the things that yoga has taught me about the academic classroom is not to take for granted that my instructions are clear. Just because I know what I mean – or even if half the class does – doesn’t mean I’ve reached everyone.

In my yoga classes, I do a variation on sun salutations that includes a twisting low lunge. It always astonishes me how many people instinctively twist away from their front knee, into an awkward and unstable twist. 1 It took me months before I realized that I needed to change my cues to reach those people. About half the class got the ‘let’s raise our arms and twist right,’ but in every class, I’d look up to see more than a few in the shaky went-the-wrong-way version, looking at me with distrust in their eyes. They clearly felt something was wrong, but having misinterpreted my cue, they weren’t at all sure how to correct.

Then I started saying ‘let’s twist toward that front knee,’ and they all got it. My revised cue also works for the few who inevitably lead with the left leg when I cue the right, since my cue is no longer based on direction, but on relative position. I think it also helps that the cue references a specific point on the body, so there is no confusion of right/left, with no fixed point.

So, I realized, I need to be willing to reflect on my cues, and be open to changing them, even I think they’re pretty straightforward. We don’t all visualize our bodies the same way, so while I might be generally comfortable with direction-based cues, 2 I have a responsibility to find other ways to lead people through the poses.

I’ve also realized that I need to be open to variations, and not just when I’m offering them. 3 At the end of every class, our final pose is Savasana (the Final Relaxation, or Corpse Pose – and hence one of the few that I only name in Sanskrit). Getting into Savasana is pretty straightforward, and I give a series of cues for coming out of the relaxation after two or three minutes: I ring a tingsha bell, then I say “to come back, let’s start with small movements of the wrists and ankles, then a nice big stretch, and a moment on our sides, in a fetal position, eyes closed… and when we’re ready, let’s use our arms to push up to seated.” It drove me bananas that so many people shifted and fidgeted during the Savasana, and even more bananas when they completely ignored my sequence to come back to Easy Seated Pose for our Namaste. One of my regulars hugs her knees to her chest and rocks herself manically to come straight upright!

But it struck me that my stressing about Savasana was counterproductive. So, rather than insisting on the sequence, I’ve started saying “find any position, laying on the mat, where you can be comfortable and just relax for a few minutes,” instead of insisting on the ‘real’ Corpse Pose. When I ring the tingsha, now I say “let’s take whatever movements we need to come back” and then offer some of the sequence as options. Some people do the whole sequence, some choose one or two of the steps, and my rocking horse still rocks herself back up. I let go of my rigid definition of Savasana, and now we’re all more relaxed.

If I consider both examples – the low twist and the Savasana – it’s clear to me that for the twist, I needed to find a new way to explain, in order to ensure that the pose is safe and stable. For the Savasana, on the other hand, I needed to let go of my vision, and allow people to find their own best expression.

How does this realization – that it’s not them, it’s me – manifest itself in the academic classroom?

Also a nice metaphor for being open to different paths.
Also a nice metaphor for being open to different paths.

Last week, I had my Master’s students work on an exercise in assessment. I gave each group a different colourful image, and instructed them to determine the learning objective, the appropriate and acceptable evidence that the objective has been met, and, using backward design, to decide on the instructional strategies that would get the student to the objective. I thought my instructions were clear enough, yet broad enough to allow for some creativity. The idea was to take the concepts – learning objectives, evidence, criteria for assessment, and backward design – out of the classroom, to make them clearer.

I was initially dismayed, then, when the first two groups that I checked in with showed me their progress and both were using their image as if they were teaching a primary class with the image, rather than teaching someone toward the image. In other words, the lovely photo of the garden, I thought, would inspire a lesson on how to plan and plant a garden; the group with that photo, however, used it to teach children how to identify colours.

My first reaction was to “correct” the groups, and get them to consider the garden as the objective, rather than the tool. But then I stopped myself, and wondered why I needed them to use the photo the way I thought it should be used. Would they not get the concepts if they changed the function of the photo? Would my exercise somehow not work? Would they be unable to present an objective, an assessment, and a learning plan? The answer to all of these questions was ‘no,’ of course. So rather than correct the groups, I discussed their ideas with them, and let them get on with their work.

In the end, about half the groups worked with their photos as tools, rather than as objectives. Each group presented to the class, and gave feedback to each other, and there were no problems at all – most groups began with “we chose to think of the photo as…” and we all accepted each group’s approach.

In future iterations of the course, I plan to use this exercise again, but I’ll model my idea of how to use the photo. I still think it’s valuable to think about assessment outside of the classroom context (as my yoga crossovers demonstrate!), so I’ll adjust my instructions to guide students in that direction – but I won’t get bogged down in “why don’t they get it?” frustration. I need to learn to recognize the “why don’t they get it?” reaction as a cue for me, to reflect on what I’m saying, and how, and whether, ultimately, different interpretations are problematic.

Is this a twist, or a Savasana?

  1. yes, it’s certainly doable, but for the level I teach, it’s not a comfortable pose
  2. and honestly, I’m just as likely to go left when someone says right, especially if I’m teaching and being the mirror. I have to cue Eagle very, very slowly.
  3. Because I teach “all-level” classes, I tend to offer several options for poses as we go along. So, for instance, I might cue Downward Dog, but give the option of Child’s Pose as an alternative.

Decisions, decisions

So I have finished the first year of course work in my doctoral pursuit. 1  I have four more weeks of teaching my Montreal Writers lit course, which thus overlaps with the course on assessment that I begin teaching this coming week.

I know that what I’ve taken on is huge, and, I’ll admit, intimidating and impressive. Full-time course work as a student, full-time workload as a teacher (including work on implementation of our new policy on assessing student proficiency in the language of instruction, and work on the English Exit Exam committee), teaching at the university, part-time yoga instruction, my own fitness training (working to improve my 10K time, and maybe get to a half-marathon this year), and all the domestic stuff, as a wife, mother, and dog/cat lover. It’s a big list. Yet, day-to-day, I’ve managed to stay on top of everything…

…or so I thought.

Mid-March, my husband and I managed to get away, just the two of us, for a week of scuba and sunbathing in Cozumel2  I figured that week would be the reboot I needed to face the end of term in my doctoral courses, and power through the end of semester at the college. But a week after we got home, I was exhausted. So I took a long, hard look at what I was actually doing 3  and realized that while I might feel in control of my workload on a day-to-day basis, the bigger picture was that I was really, really, really busy, and maybe I don’t need to be. After all, as I keep telling my yoga classes, we need to listen to our bodies – and mine was tired. I had no energy for running. I wasn’t doing yoga on my own. I wasn’t sleeping well. I wasn’t waking up well.

So, I sat down with a lovely person in our human resources department, and found myself just babbling at her about everything I was doing, everything I was about to take one, everything I was being asked to do. And I realized that I really needed to take back some control, and take back some time. I’ve dropped one of my yoga classes, so I’ll only be teaching three times a week, at least for the summer. More importantly, I’ve applied for a voluntary workload reduction, so I’ll only be teaching one course each semester. I’ll still be working on the Exit Exam committee, but the language policy team has been disbanded, so that’s off my list.

I’ve also reflected on what I want to accomplish over the next few months, and created a timeline for myself. I have actually added a few things (such as more regular blogging!), but it’s loose enough that I feel it’s a good balance between having set goals and having space to breathe.

At the beginning of the last month of the semester, I do an exercise with my students and get them to note every assignment, every test, every reading, every soccer game, every family gathering, every work shift, etc., on a one-page calendar that covers the end of the semester. Seeing all those commitments on one page first feels terrifying, but then feels empowering. As I remind the students, we’ve all survived an end of semester before, with just as much stuff to do, but the calendar gives us a plan. It gives us control.

So, that’s what I did for myself. I made my decision for the workload reduction, and I set up my timeline, and took back the control I almost didn’t realize I’d lost.
Maybe I’ll even have time for a nap.

  1. I feel I should specify “course work,” because, as I’m sure anyone else who is going or has gone through the process can attest, the non-course work – reading, writing, more reading, more writing, thinking, talking, reading some more, planning, more writing – somehow takes on a life and momentum of its own, so that even when you want to take a break, your brain won’t shut off and just let you focus on that trashy novel or mindless TV show.
  2. Hands down my favourite place to just relax and breathe, underwater or otherwise.
  3. In the midst of this reflection period, by the way, three different colleagues approached me to suggest I step forward as coordinator of the Liberal Arts program.

Autoethnography and Me

As my final paper for a course on textual approaches to research, I wrote an autoethnographic* analysis of my own tattoos. The paper is my first real foray into this genre of research; arguably, the Fitness & the Academy poster involves some autoethnography, but given that (disappointingly) the topic was rejected as a paper for the conference, I feel I didn’t spend a lot of time on it, and that while it represents my thoughts on the topic, it doesn’t really delve into the topic as much as it would have as a paper.13204669_s

I am, generally, very happy with the tattoo paper, but I have to admit there is a small voice inside asking if it “counts.” Of course, it does, and in fact I’m hoping that my prof encourages me to submit the paper for publication** (gotta publish!!). I read a lot for this paper, and I’ve sprinkled ideas from those articles throughout, as springboards for my own reflections on my tattoo choices. I consulted other working women with tattoos. I interviewed my favourite tattooist – and underwent three hours of delicious agony getting a new tattoo in the process.

So, objectively, this paper “counts.” I guess it’s the word “objectively” that fuels that small voice, which, I think, sounds a little like my dad. A few weeks ago, my dad triumphantly thrust a copy of The Globe and Mail under my nose, and proclaimed that everything I thought was true wasn’t. He was referring to a column by Margaret Wente, in which she crows about the “doubts and scandals that have plagued the field” of psychology, because recent research calls into question the reliability of research from previous decades. Wente’s column is, unsurprisingly, flawed on several counts; in regard to my dad’s remark, though, the most relevant failing is the author’s lack of understanding of how research – not just knowledge in the disciplines – has changed in the interim; it is not that the research is now unreliable, it is that times and methods and even subjects have changed such that the results cannot be reliably reproduced. My dad is a retired metallurgical engineer whose 1966 BSc thesis was on non-destructive testing methods. My mum is a physicist who spent her career in research and development for Pratt & Whitney. I grew up in a home, and an era, that cherished the Scientific Method, and it’s clear that Wente feels at home there, too.

So again, objectively, I know that times and methods have changed, and I am convinced that the Scientific Method is often completely inappropriate as an approach to a given topic. If one were to write a paper on tattoos, using the Scientific Method, what results would be produced? Statistical data about how many of a given population has how many tattoos? Can we draw anything meaningful from this approach? I say ‘no.’ At the same time, writing about tattoos from a more holistic and humanistic perspective can be fraught with tension, if one were to write about why other people make decisions about tattoos. The safest, and arguably, most honest approach may well be autoethnography – as my own research subject, I can rely on my interpretation of the data and avoid any risk of appropriation of voice or culture.

But – and here we come to the crux of the problem, moving forward – of what value is my paper to anyone else? Although part of me is excited about the idea of publishing the paper, that small voice is asking why any journal would want to publish one person’s account of her own tattoos. And if I can’t quell that voice, it’s only going to get more insistent as I work on my dissertation papers – how can one person’s discussion of her teacher identity and how it affects her approach to assessment be of value to anyone else?

I know that there is value in the method, and I remain convinced that it’s a valid approach for my research. The voice will be still, eventually.

* Further reading: Butz & Besio state that “at its most basic, autoethnography may be understood as the practice of doing this identity work self-consciously, or deliberately, in order to understand or represent some worldly phenomenon that exceeds the self; it is ‘a form of self-narrative that places the self within a social context’ (Reed-Danahay 1997b, 9). It is becoming an increasingly common research and representational orientation in the social sciences and humanities” (1660).

Butz, David, and Kathryn Besio. “Autoethnography.” Geography Compass 3, no. 5 (2009): 1660-674.

Similarly, and perhaps even more pertinent in my research context, Hoppes writes that “by placing the writer in dual roles of researcher and research participant, autoethnography is a meaning-making tool that facilitates the exploration of identity” (64).

Hoppes, Steve. “Autoethnography: Inquiry Into Identity.” New Directions for Higher Education 2014, no. 166 (2014): 63-71.

**which is why I haven’t uploaded the paper here.

Progress

So this evening, my fellow first-year doctoral students and I will meet for the last time as members of the doctoral seminar, and we will share with each other, and with our friends, family, and faculty, our progress thus far. This is the poster I plan to present.final presentation

Not product placement, I swear

I recently attended a conference, and before travelling, I did some research on styluses for my iPad. I love the device, but I have long struggled with using it for taking notes, because inevitably, my hand-written notes look like a ransom note written by a toddler. So I thought I would look into a better stylus, and in my research, came across this actual pen.Livescribe 3

I bought one and used it throughout the conference, and I LOVE it. I can’t remember which of my doctoral seminar classmates said that writing notes by hand was much more in keeping with her/his thought process; I remember the discussion (I think with regard to reading journals) concluded with the idea that typing is ultimately better. What I liked about the pen was that I could write, using my 40+ year-old annotations and everything, but have notes uploaded immediately to my phone (or any device running the app). When your note-taking session is complete, the app converts the pages to PDF, which you can save anywhere. This is one page from my conference notes, saved as a PDF, which I mailed to myself:

2016-03-25 (2)

Furthermore, the app includes OCR, so you can eventually ‘translate’ your hand-written notes to text. One section of this note page was rendered as

-technology ⇒ and related social media
communities; digital cldoacyg
online social mores

OK, it totally messed up “literacy,” but otherwise, it got everything, so imagine how well it would do with better penmanship 🙂

Anyway, that conversation from this past fall kept ringing in my ears as I took notes at the conference, so I wanted to share my new find with everyone. The pen is NOT cheap, and does require special note paper, but if handwritten notes are a preferred method, it might be worth the investment. The special paper is available in everything from standard spiral notebooks to post-it style sticky notes, which could be very useful for reading notes.

PS: another conference tip I learned, with a much cheaper solution, was to pick up a cheap portable charger. I found one at Winners for $13, and it saved my phone on Day 2 of the conference.

Does anyone else have travel tips to share?

 

The Notebooks, three weeks in

For the past three weeks, I’ve been continuing the journal experiment, and yesterday, I took some time to get feedback from the class on their experience. I gave them ten questions to discuss inFeedbackWDCLD small groups, then asked the groups to share their responses. I figured that small groups would mean more responses, rather than relying on the more extroverted students, and would open the door to more critical feedback, as no one student had to claim responsibility for a perceived negative comment. I made no notes in class, as I’m trying to avoid using their words directly in my account of the project, but these are my reflections on the general discussion:

  1. How do you feel about the journaling so far? How did you feel about it at the beginning?

Not a lot of response; people seemed positive, and no one reported that their group complained or discussed doing away with the activity. Lest the lack of response be taken as indicating a lack of participation, let me say that it seemed to me that most groups did genuinely engage in the discussion. I only had ten minutes to give them for the discussion, so it’s certainly possible that they didn’t have enough time to articulate more affective responses, and focussed on more concrete questions.

  1. What have been your favourite writing prompts so far? Are they better if they’re directly related to our course, or more general?

One group said that the general prompts are good because they can write about anything and even vent a little. They seem to be using the journals as an outlet. On the other hand, another group said they really liked the prompt to think about a passage in the book or to relate themselves to a specific character. My take-away from this is that providing a few prompts is a good idea, since they then can choose specific or general, so I’ll continue to provide three or four writing ideas each session. I will, however, be more conscious of choosing prompts that provide both opportunities. Continue reading “The Notebooks, three weeks in”

Sometimes, they just blow you away

So, at the end of a class last week, pretty much spontaneously, I told students that their only assignment for the weekend (aside from reading) was to find an image that represents one character from The Tin Flute. The result – overwhelming, timely response, no two images the same – has me floored. I’ve posted the images to a Facebook album, and I’ll use them in class as we continue our discussion. I’m hoping that the exercise helped them think about character, and it’s pretty evident from their images that they enjoyed the idea and took some real consideration.

In short, sometimes, they just blow you away.

The Notebook

I had a sudden flash of inspiration this week, and that flash has turned into a whole laser show.

I’ve been trying out various immediate feedback techniques in class, as described elsewhere on this blog. This semester, I am teaching my Montreal Writers course (you can check out our Facebook page), and our first novel is Gabrielle Roy’s classic The Tin Flute. If you’re not familiar, the novel is set in Montreal, during WWII, and explores the desperate poverty of St-Henri through the story of the increasingly large, increasingly desperate Lacasse family.

In order to provide some way of understanding just what it means to live in real poverty in a place like Montreal, I show the class an NFB documentary called The Things I Cannot Change. The filmmaker followed the Bailey family for three weeks in 1967. Although it’s more than 20 years after The Tin Flute, the circumstances are remarkably similar – the Baileys are a family of nine children, with another on the way; the father is unemployed and, although he waxes eloquent about his opportunities and previous adventures, he fails to find work, and even ends up in an altercation with police.

Prior to the film, I asked students to reflect on what they imagined living in poverty meant in terms of personal identity. Once the film was over, I asked them to write in response to at least two of the following questions:

  1. What do you want to know or clarify about the production or events of the film?
  2. What are the “things” that cannot be changed? Is it true that they cannot be changed?
  3. What aspect of the family’s life stood out for you, whether positively or negatively?
  4. Are the Bailey’s destined to stay in poverty?
  5. Bailey says “the capitalists capitalize on the poor, but the poor never capitalize on the rich.” What do you think about this statement?
  6. What other comments or reflections do you have?

01d0848eb7e23b2e267ac72bd5de0f87778eceab8b (2)I collected their responses – a pile of papers, most ripped from spiral-bound notebooks, some larger or smaller than standard, some with viewing notes, and so on. Of course, when I return the pages, there’s a good chance that they will go astray, whether deliberately or accidentally. So my flash of inspiration was this: I went to the stationery store and bought enough Hilroy exercise books for everyone. The pages will be tucked into the notebooks, and when I deliver them, I will suggest that the students affix these pages somewhere in their notebook. Then, for the rest of the semester, I will distribute notebooks at the beginning of each class, and collect them at the end of each class. Students will have time to write at the beginning of class, and again at the end, and between classes, I will read and write in response. Sometimes, my responses will be to the whole class – so, for instance, several students wanted to know whether the Baileys were compensated for their participation (they were, $500). Rather than repeating my response to each student, I’ll bring the answer to class, and/or post it on the Facebook page.

My feeling is that there are several benefits to this approach, which is called “double-entry journaling” because both teacher and student are writing in the journal. First, prompts will be used to allow students to explore concepts and texts in class, and their own relationship to those ideas. Their responses will reveal to me any patterns of misconception or misinterpretation, and my feedback will get them used to the idea of receiving regular, non-corrective feedback – I’m even planning to write in red ink, just to show them that red is not to be feared! As an added bonus, I think I’ll get to know their names faster, without having to rely on the attendance list.

I’m compiling a list of writing prompts. So far, I think the first and last question of my original assessment, with rewording to fit specific contexts, are reliable cornerstones of the strategy. I’m also thinking that for opening questions, I can ask them to summarize the main plot points in a reading assignment, or the previous lesson; summarize one passage in the reading that they feel is significant, and explain why; or simply respond to my feedback on their previous response. For the closing reflections, I can ask them to tell me which one thing in the day’s lesson was most unclear to them; to share a personal anecdote related to today’s lesson; to discuss a text or film that they were reminded of by the assigned reading, and so on.

If there are any suggestions you have for prompts, please, PLEASE comment below.

Further reading

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, Calif: Jossey-Bass.

Hampton, S. E., & Morrow, C. (2003). Reflective Journaling and Assessment. J. Prof. Issues Eng. Educ. Pract. Journal of Professional Issues in Engineering Education and Practice, 129(4), 186-189. Retrieved January 29, 2016.

Roy, G. (1947). The Tin Flute (H. Josephson, Trans.). New York: Reynal & Hitchcock.

Location, Location, Location

I’m teaching a course on Montreal Writers this semester, and while I love teaching this course, I hate my classrooms.

http://static.tvtropes.org/pmwiki/pub/images/basement_1558.jpgFirst, there’s the plural – not one bad classroom, but two different rooms, each with its own challenges, beginning with the fact that until we establish our rhythm, students will be showing up late every class because they went to the other room first.

On Tuesdays, we meet in the basement. The basement! There are windows, presumably required by law, but they look out onto nothing. If you stand against the wall and crane your neck, you can see a glimmer of light from the top of the shaft upon which the window “opens” (and, of course, it doesn’t actually open). The classroom is the only one down there, so it feels even more isolated and creepy – no after class discussions, please, lest I get all weirded out and assume you’re secretly plotting to kill me with my own whiteboard markers.

On Thursdays, the same class meets in the amphitheatre. An amphitheatre which seats 125 people, for a class of 35. An amphitheatre which seats those 125 people at long, curved, immovable desks, in permanently attached bucket seats. Group work is going to be interesting. There’s a half-size white board, half of which is obscured by a huge blue permanent marker doodle. The AV set-up is archaic and anything but intuitive. And the floor is slippery linoleum on a rake, which for typical amphitheatre use is probably fine, but for teacher circulation is challenging.

The kicker is that I feel that I cannot complain (at least officially) or request a room change, because I have already made a big last-minute fuss to have the class time changed to accommodate my PhD classes. So, given that the College gave me a significantly more workable schedule, I feel obliged to just grin and bear it. So this weekend will be devoted to revamping course presentations and lesson plans to better suit the environment. Then maybe I can think about the actual pedagogy.