LucyFleming

Hello, my name is Lucy Fleming. I am in the Higher Education Administration program here at KSU. I have a GA working for the faculty in White Hall. I have a B.S. in psychology from Baldwin-Wallace College. I am currently teaching a section of FYC for my college teaching internship. I am excited to graduate this December and am currently job searching.

here is a **Reflective Journal Entry- Week One** Today was my first formal teaching experience with my FYC class. Last week, we met for two days for the summer reading discussion and for the university policies and procedures overview. Today, I was able to exercise more freedom with my activities and structure of the class. Last week, I was able to meet the students, however, I felt very encouraged to abide by the university guidelines for these two days. The topics covered today included “navigating the university, part one” and “personal transitions: the difference between high school and college.” First, I reviewed the syllabus with the students. I was surprised by how quiet they were and the fact that no one asked any questions. I couldn’t interpret this reaction. Were they overwhelmed? Frightened? Intimidated? Bored? We then moved on to the course content for the day. My student instructor, Tyler Hejl, facilitated the lesson on “navigating the university, part one.” He did so by engaging the students in a large group game where he introduced the university vocabulary to the students. Then he tested their recall ability by giving them informal quizzes where they worked in pairs. The students seemed to be more comfortable with this activity, which me feel a little more at ease. Next, I facilitated the topic on “personal transitions.” I broke the students into five groups and instructed them to make lists of the differences and similarities between high school and college. The students seemed to not enjoy this activity. I am not sure if they were just nervous in anticipation of the first day of college or if they felt the activity was “silly.” I did hear the students discussing the classes they are taking and asking each other questions about building locations. I was happy that the students were talking and felt at ease with each other. Then, each group reported back to the class. I had a problem where students would talk while groups were reporting their results. It was almost like mini conversations were developing. I felt like my authority was being questioned. Then, after this, I reminded students to check the syllabus for the readings to be completed for the following week. During this announcement, students were talking over me. I felt frustrated and surprised because I thought that the students at this level would have better classroom etiquette. Perhaps, this was normal for the first day of college. I will contemplate how to better manage the class of 25 freshman for next week.

Book Review Parker Palmer, The Courage to Teach

This seven chapter book refers to the spiritual and emotional side of teaching. The purpose of this book is to provide insights to the academic teaching profession and provide information on how to cope with the good and bad aspects that come along with educating students. Palmer speaks of the human heart throughout the book, claiming that it is a source of self-development and knowledge which lead to superior teaching. Palmer reviews three paths to teaching and development. These are intellectual, emotional, and spiritual. Each is a function of the other. Each originates from the mind, spirit, and heart, and it is our responsibility as educators to become self-enlightened so that we can become better teachers. Certain main messages were articulated throughout the text. Palmer states that educators need to shift their main focus from teaching to learning. Of course, teaching plays a pivotal role in the learning process, however, it is learning that is the fundamental intent and purpose of teachers. Teaching is dependent upon the integrity and identity of the teacher, not necessarily the technique used to educate. It is these concepts that define who we are as educators and cause self-discovery to occur. Palmer discusses the discouragement some academics face when they enter the teaching profession ready to be united with a group of fellow scholars and are faced with competition, stress, and overwhelming schedules. Palmer states that we need to confront this fear and go back to the heart of teaching and the passion that leads many to enter the profession. Palmer describes the “teacher within” as the voice of truth. This voice can be reflected upon through mediation, journa ling, or speaking to others. This ultimately produces enlightenment. Palmer also writes about the fears of teachers. Among them are the fear of unnoticed research, doubting one’s entrance into the teaching profession, and feeling like imposters. Palmer suggests that we remain hospitable to the young and assist as communicators of truth in our students’ lives. Palmer asserts that teachers need to enable students to think more deeply. The community of truth is a concept described to help make meaning of our subject, its focus, and discipline. Within the community, Palmer writes of the “great things,” which are the actual tangible and intangible items being studied. Palmer advocates the student-centered classroom, where students are not ignored, but are actively engaged in the learning process and can contribute energy to the classroom atmosphere. Palmer emphasizes the role of colleagues in the teaching process. He states that we must support one another and observe teaching styles for evaluation and continued improvement. Palmer concludes the book by brining the reader back to the concept of teaching with one’s heart. We must surround ourselves with positive energies that support, encourage, and reward the work we do. We must examine our hearts and inner truths in order to reflect upon and become true educators guided by integrity and identity.