The Teaching Experience, Part 1, Initial Preparations

Part of my Day Zero Project was to write a blog that would document the teaching experience, so let's begin!   First, let me point out that I am writing from the adjunct, college professor, perspective.  I am not sure how this situation applies to teachers in the primary or secondary schools, so don't consider my experience reflective of their own.

I am an adjunct preparing to teach history at the local community college.  It is my first semester teaching and I'm terrified.  Teaching is a huge responsibility at the college level.  Students come in, after years of terrible history classes, thinking that this will be a continuance of the "one damn thing after another" scenario.  I have to tear down that stereotype and build up  a "like" of a subject that has, arguably, the worst reputation in the world.  I know this problem all to well because I had the very same attitude when I, begrudgingly, signed up for my first Western Civ course at Naz.  What changed my mind?  Well, my professor, as he pointed out a small, simple fact: history is a STORY that all people can relate to.  I loved that idea and that class that changed my life.  Now, I want to do the same thing for my students.

So, where to begin?  Well, I began my preparations for my classes the same way any good librarian (or library nut) does: I checked out all available books on the topic.  I knew how to do the lecture part (a word of advice for any would be teachers, present at a LOT of conferences and the presentation jitters will be brought to a minimum.) it was all that other prep: the syllabus, the online component, office hours, creation of projects, dealing with the various types of students etc.  The majority of my advice came from  The Chicago Handbook for Teachers: A Practical Guide to the College Classroom.  This book should be part of any college teacher's collection as its littered with the most practical advice experienced teachers have to offer.  It also makes apparent all the prep work teachers have to do and how little they are paid in return.  For my part I have to work with texts that I'm given only a month or two before classes start.  With the incorporation of MyHistoryLab, I have to set up a website that is personal and reflective of the course.  I need to prepare assignments, tests and quizzes, and then I will have to change them to suit my class.  This is a very time consuming process.  I say I put in two hours a day for a class I'll teach in August.  Wow, that's a daunting amount of work!!  I'm sure if I wanted to do a half-assed job I wouldn't have to do as much.  But, I want to do the best for my students, so I will do the best I can for them, and, like everything else, it all starts with my prep work.

What do I have to do in order to prepare for my classes?  First I have go to training and get the texts from the department.  Then, I have to read the texts I'll be teaching, along with the supplemental material.  I'll also have to tinker with the MyHistoryLab multimedia materials to develop a personal site for the class.  After that, I can prepare a syllabus and lecture notes.  All of this before August 1.  I think I'd rather write another thesis paper.  :)

However, for the first time in my life I'm doing something that I truly LOVE.  All the work and time, in the end, is worth it.

Stay cool, you crazy cats!
MA

So, its been a while

I can't remember the last time I updated this blog.  Actually I can, after I re-read the posts I had written two years before.  It seems the world has changed a great deal, personally and professionally, between then and now.  So let my "first post in a while" illuminate said changes.

Here's what's changed:

1.  I had gotten accepted, attended, and graduated from a MA program in historical studies at Duquesne University.

2. I have two new jobs: the first is a promotion from clerk to Library Assistant or LA and the second is an adjunct position at CCAC

3. I have grown and matured in more ways than I can shake a stick at.

4. I'm a published author in several academic journals/encyclopedias/books.

5. I can drive and have my own vehicle.

6. I have begun- and will finish- a Day Zero Project (see the "Day Zero Project" page for details)

So what can you, my loyal reader, expect from my blog?  Well, a bit of everything I suppose.  You can learn how someone prepares for a 5K, creates a charity, starts their life as a teacher and all that jazz.  More to the point, by placing myself further on the "grid" you, and anyone else that stumbles across this page, gets access to me: personally, professionally, and everything else in between.

Feel free to give feedback, to argue, complain, or agree with me.  Link me to your own blog, get inspired and inspire me.  Then, let's see what we can make of this thing called "life."

Under Construction`

So the blog is now under construction. Why? Well, becauseI will be blogging on a regular basis starting Monday. Until that time I will attempt to spruce up things around here so it looks respectable.

Until then stay cool, you crazy cats!

M.

Quick Reflections

My week has been one of the busiest I've had since my undergraduate years. It shouldn't be a sup rise at how exhausted I am. It amazes me that I'm this tired, mostly because during my college years I was FAR more busy than I am now; my midnight oil was virtually non existent I burnt it so much.

So what is the difference between then and now? Between the Spring on 2006 and 2010. Well for one, I am four years older, I guess age is a factor. I'm not going t drone on that 26 is old. Far from. However, I am older and I guess, as a result, a little more tired.

Also, I am working- full time, at a job that isn't physically, but mentally demanding. Though I don't do anything truly exhausting at work, perhaps just being here adds to the tiredness factor.

Lastly, I'm taking classes. Granted only twice a week, in the South Side. I don't get home till between 11 and midnight, and with a 5am wake up call that isn't a ton of sleep. Then again, I worked till midnight and got up for 8am classes the next day. Maybe the travel factor plays a rule? Or my body simply needs to adjust to the new schedule. Only time will answer these inquires.

This week, for the world, has been interesting in the events that have taken place. There is still the ongoing suffering in Haiti- a tragedy that will have no quick solution. In the world of entertainment there was an outpouring of anger at NBC's decision to move the Jay Leno show back to it's old Tonight Show spot- a spot where Conan O'Brien did an excellent job hosting the show himself. The result has been Conan's move to Fox's evening line up. While I am not a fan of Fox- for political reasons, mostly- I must admit, it is great that Conan will be able to keep an evening show rather than being stuck in a secondary spot.

A self made artist's take on art education

I've never had intensive education in art, or it's techniques outside of high school. Whenever I created a piece I just did so to the best of my guesses and abilities. Anything I didn't know, I researched, and whatever I couldn't find an answer to, I merely "winged it". The only exposure to art education that I've ever had was in grade school, and macaroni art, at least to my knowledge, doesn't sell. Now, at the ripe old age of 26, I'm beginning to take art classes. So, now that I've had some exposure on art education, what is my take on it, thus far?

Well, it depends. Like any other course that you take, it depends on the abilities of the teacher. Not their abilities at being good at what they do, but rather, their abilities to successfully convey that knowledge to others. At this moment, I have what I would deem as a good teacher, and a mediocre teacher, and the difference between the two shows in my work, and the knowledge that I ascertain after the class is over and I head home.

The teachers aside, my feeling on art education is slightly different than what it was. This may also be the difference in setting, because unlike the stress of a college art education, studio classes teach for edification and not technicality, so the focus is more personal and the air much lighter. Since I'm taking my classes through studios, I feel it to be far more beneficial and enjoyable. I'm not making art to make the 'grade', but rather for my own growth. Knowing this fact I can honestly say that I'm wondering what the hell took me so long to take such classes. Not knowing a great deal of the information I learned in ONE class has caused me to make things far more difficult for myself than it should have been. Not that I regret it- the work that I completed is magnificent, but the stress and difficulty in the process could have been prevented just by knowing how to properly use the tools at my disposal.

For example- my primary medium is oil paints. The capabilities of oil paints are limitless. They can be made to have texture, or layered with a smooth surface. The colors are vibrant and have a distinctive look to them. They are also one of the most expensive medium forms out there- so you want to make the most out of your little 37ml tube. Which, it seems, I haven't been doing successfully. Nor was I knowledgeable of the array of colors I could make using a mixture that I would have never thought possible. These few factors, within a span of three hours, has made my own practice of the art better just by that little bit of knowledge. It's not a lot of knowledge, but it's useful, practical information that you learn from someone who really dives into the practice and has a great deal of training. Obviously, this training makes a difference.

So my thought on art education? It's useful, helpful, and makes a difference, so long as the teacher is able to convey this information successfully to you, the student. It also makes a difference in the venue and the goal that you have for your practice. Is it a hobby that you are learning (say, like my pottery class?) or is it something to further your knowledge in an art that you want to make marketable (my oil paintings). All these factors and considerations will help you obtain the valuable art education that you seek.

Haiti and Human Apathy

It is difficult, if you are a genuine individual, to not feel a sharp twinge of pain when you view the pictures of the devastation in Haiti. I shedded some silent tears when I viewed a photo on the BBC which depicted thousands of dead bodies scattered in a city square. At breakfast that morning, over pancakes and hash browns, Sean and I were touching upon the subject. Why does it take a natural disaster to bring about such outcry from one's fellow human community? That is a heavy question that is difficult to answer- and it is so complex that it can't possibly be answered. However, hypothesis can be made and here are a few of mine...

Firstly, why do we finally feel a sense of being part of a global, human community, only when a massive disaster and tragedy occurs. Then, to take it further, why do we get so gung- ho about it, and then two weeks later, forget about it completely? Well, firstly, I am under the belief that society is breeding a community of very apathetic people. The mentality stems from various things. Firslty, I think it is that we, physically, exist in a daily world of disconnectedness. Think about it, for a minute. After your day at work, do you go and chat with your neighbors? Do you go out and communicate with people? Or do you sit at home, watch TV, or putz around on the computer? You could argue that- yes I am communicating! I'm catching up with my friends via email, facebook, myspace, twitter, etc. This lacks a sense of true human connectedness- it lacks the small nuances that occur during human interaction- the communication signals that come from facial expression and body language. These are missing with computer interaction.
Now, what about our gold-fish like empathetic outcries? Why do we forget these tragedies as quickly as they occur? To me, this is an easy question to answer. We, as a society, are fast paced and instantaneous as a whole. This is a good thing, because our waiting period is short, and gratification is immediate. However, it also means that things are short lived in our life. We go through things quickly, bits of news, coffee, life, and get so accustomed to it that when something truly important comes about, we treat it as we treat everything else. It goes through our system like our daily lattes and we move on. Haiti? What happened there? Wasn't that like a YEAR ago? (spoken by a person two weeks after the fact...) This is something that we as a society need to address. Of course, it could be argued that this short attention span is one of the reasons while there is still ongoing genocide in the world, disasters in oppressive regimes like Burma, and endless suffering in our own country. It's almost as if we, as a whole, have severe ADD, and that is a real problem. It is not something that is an easy fix either, because it requires shaking people out of apathy, and that takes a natural disaster to even being the process..

A final note to consider is that of prevention. How can we prevent such disasters from happening, at least in the part of human action? What kind of buildings can be built? What can we have set in place in case of such an emergency? I am not certain that anything can be put in place. However, I think it is something that should be given a great deal of thought. Millions in aid after the fact does not stop the loss of life that occurs before that instant.

Divination Practices in Titus Livy: The Religion of Ancient Rome Part 3

"A number of prodigies were seen and reported:  in the Temple of Concord an image of Victory on the gable was struck by lightning, but the little ornaments along the guttering caught it as it came down, so that it fell no father; it was reported at Anagnia and Fregellae the wall and gates had been struck; at Forum Subertanum steams of blood flowed all day long at Eretum it rained stones, and at Reate a mule had a foal.  These signs and wonders were expiated by the sacrifice of full-grown victims, a day of public prayer was orderd and nine days were deoveted to religious ceremonies."  Titus Livy


The above is a list of prodigies that had occurred after the election of consuls in 210 BC, several hundered years removed from when Livy had recorded them in The War with Hannibal.  The list itself shows how "superstitious"  a people the Romans actually were and also shows how difficult it must have been for the diviners of the ancient world to make sense of what could be simple nonsense.  The modern mind at least, would consider paying heed to such things as lightning as a divine symbol from above, as nonsense.  This truly shows that the Romans believed fervently in the divine presence and communication withihn the world of men.  Of all the works personally reviewed, there is none that presents such lists of divination and superstition as those present within the accounts of Titus Livy.  The works of Titus Livy themselves, are indeed propagandist works, written at the reign of Augusts Caesar (c. 30BC-AD14) in order to help support his reign.  Despite the fact that there are exceptional lists of omens, sadly their meanings are never truly given to the reader. 

The justification of the foundation and ruler of the city of Rome itself came from the practice of auspices: 
Remus is said to have been the first to recieve an omen:  six vultures appeared to him.  The augury had just been announced to Romulus when doulb ethe number appeared to him.  Each was saluted as king by his own party. The one side based their claim on priority of the appeared, the other on the number of birds. Then following an angry altercation; heated passions led to bloodshed; in the tumult Remus was killed. 

This shows that the belief was, even at the creation of the city, the gods made their presence known.  There is no account given as to whether a question was strictly asked to resieve the omen that Remus and Romulus had, so instead of calling this an auspice it would serve purposes better to place it within the catergory of augury; that is, the divine making its presence known without any question being asked.  It is uncertain what rule the vulture played within the religion of Ancient Rome; like many aspects of the religion, one can only speculate the meaning through the use of a variety of other sources.

Stay tuned for Part 4- the conclusion of the Religion of Ancient Rome!!!