Monday, February 7, 2011

Class Reflection-Week 3

I find it easier to create two posts, rather than reflecting on both. Not that it couldn't be done. but my mind separates them naturally.

Class was interesting, it was a lot of information to take in (and by the end of the night my brain began to hurt just a little bit, hence a disappointing standing at Conor O'Neils weekly trivia).

In particular, I found the discussion of emotion logical and overlooked. Too often we think about how students are learning, without taking their feelings, thoughts and emotions into account. Too often I've had terrible days where I don't get anything I'm doing (Math 1050 [College Algebra] emotional breakdown in class one day comes to mind), but never did I have a teacher who worked through these emotions with me. I'll be honest, I still hate math because of that long ago breakdown (it was epic and sobbing, I was having a really really bad day), but it needn't have been so dramatic or life-changing if someone had helped me through the learning process to begin with so at the end of the semester I didn't feel so out of place and unprepared.
I was also struck by calls for better planning, something that I've long felt goes unrecognized. In conjunction with better planning comes the need for constantly revising and adjusting those plans. A plan doesn't function forever, it needs to be reviewed for every new audience it gets.

Finally, I think we need to recognize that students(/patrons/whoever come to us) are not blank slates (tabula rasa), they have backgrounds, emotions, needs, wants, cultural heritages to preserve, and lifestyles that are important. We have to take these into account, however minutely, or we risk losing them among hurt feelings, embarrassment, and perceived slighting.

2 comments:

  1. Well said, Emily. And how, as librarians, we face those wants, needs, and feelings when our time with patrons is limited is a real challenge.

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  2. I agree with pretty much everything you stated here. I especially like the final comment about students not being "blank slates." Often, we forget that students (or patrons) are more than just students. They're whole people with identities, thoughts, and feelings outside of our specific setting. That's easy to forget or overlook.

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Thanks for commenting!