Final Reflection (Goals and Outcomes)

Okay, so I didn't want to be the first one to post the final reflection, but since it is now three days past the deadline, I guess I will just paste mine in. ^^

In Roger Ebert’s review of the documentary “Page One: A Year Inside the New York Times,” he writes about the publishing industry’s “pursuit of a ‘youth demographic’ that doesn’t read newspapers anyway and shows symptoms of increasing illiteracy.” He goes on to say that “at the bottom of the crisis in print media is a crisis in American education, and that many of today’s college graduates cannot read and write as well as grade-school graduates did a few decades ago” (par. 6). Ebert’s thoughts on the matter are nothing new--he merely echoes the growing concern of parents, employers, and educators around the country. As a teacher of English, the very discipline responsible for reading and writing, the quote strikes home; it raises the specter of doubt and inadequacy in my methods and threatens my faith in the abilities of my students.

Our dean reminded us of the fact the EVERY student who passes through KCC will have taken at least one course from our discipline. English 100 is clearly one of the most important classes offered at our institution, and the Bootcamp has helped all of us realize the great responsibility we have as instructors of such a vital course. With all of the talk of “big picture” objectives like retention and graduation rates, it is easy to lose track of the small, important things that keep us sane and capable of serving ourselves and our students. Lisa’s exercise with “Three Wishes” helped bring us back to those little things, and helped to remind us why we teach and what we hope to accomplish. Kawika’s mirror activity also gave us a moment of inner reflection and healing. It reminded us that we are more than just the title “Teacher”--each of us is a (gasp) human individual as well. Thus, our week-long retreat tied together the pieces of our identity--the large, lofty goals with the small, inner dreams.

This institute also offered us the chance to get to know each other on a personal level, beyond the casual nod in the hallway or an occasional shared lunch hour. With our disparate schedules and hectic outside lives, we rarely receive the gift of feedback from our fellow instructors. The acceleration workshop session was a great opportunity for collaboration, and I enjoyed working closely with my colleagues. It was a privilege to be allowed to contribute to the formation of new courses in their earliest planning stages.

The Bootcamp also provided us with a rich array of experiences. It reminded us that as teachers, part of our job is to take our students to new and exciting places--to help them see familiar sights with new eyes and fresh perspectives. Many of them trudge past the Hawaiian gardens on campus without giving them a second thought--only a trained and insightful guide (like the ones we had) can illuminate the history and stories of these plants. Our journey to Chinatown was a similar revelation. To the casual observer, the run down buildings and mismatched stone sidewalks are evidence of disrepair, not cultural legacy. These field trips revealed the power of first hand experience. For a single semester, we have a captive (and hopefully, willing) audience--these trips are fine examples of the kinds of hands-on learning we can hope to offer them.

During the Bootcamp, we shared our classroom strategies and best practices. I believe that many of us came away from the week with an arsenal of new ideas and fresh inspiration. While this was indeed part of the objective of this Institute, I am left with the feeling that the true challenge is yet to come. We are left with the daunting task of modification, of taking something that was part of another instructor’s pedagogical style and reshaping it to fit our own. In the end, we may have more questions than real answers. To what extent can “fun” activities be balanced with the real skills that need to be acquired? Where is the line between enticing students with topics “relevant to their own experiences” and pandering? To what extent should we push them to take on unfamiliar tasks and confront new and potentially controversial subjects outside their comfort zone? Our discussions during the week were a good start, but I feel like we have a lot of rich ground to cover in our shared quest to improve the quality of education for our students. This blog could be a great resource if we are willing to take the time and energy to maintain it. The funny thing about the bootcamp metaphor is that the classroom sometimes feels like a war zone, a battle for the minds and hearts of our students. It is a long and (often lonely) struggle. It is comforting to know that your fellow soldiers-in-arms are out there, fighting the good fight beside you.

Last but not least, I have provided the in-text citation and MLA works cited list for my single outside source. I only hope I have done it correctly. It is important, after all, to practice what you preach.

Works Cited

Ebert, Roger. “Page One: A Year Inside the New York Times.” Rev. of Page One: A Year Inside the New York Times, dir. Andrew Rossi. rogerebert.com Movie Reviews. Chicago Sun-Times. 29 Jun. 2011. Web. 30 Jun. 2011.