The Student Chair

It's been an interesting four months. Instruction Office by day, Michigan State student by night (and Saturday mornings). Going back to school in your early fifties (emphasis on the early) highlights the idea of being a lifelong learner, and perhaps a glutton for punishment. At any given time, I have two classes: one a year-long, online class and the others change in a trimester fashion, meeting on Saturdays for four hours. So far, I have been exposed to three different professors, all with very different backgrounds and teaching styles.

Aside from the actual content of the classes, sitting in the proverbial student chair has taught me a lot, and hopefully makes me a better teacher and coach. In no particular order, here is what I have gleaned:

• As readings are assigned, it is extraordinarily helpful to have a prior explanation of the author's background, our purpose in reading it, and some look-fors.
• Going to class when the rest of the campus is tailgating before a home football game is an odd experience, but the MSU fans are very friendly and have offered coffee on more than one occasion (except the day of the Michigan-Michigan State game when I was wearing my Michigan sweatshirt - understandable).
• At the beginning of each class session, the overview of where we are going and how it connects to our last meeting helps. It's even better when it is written or projected on the board so that I can read it and hear it. When it's not provided, I spend time in my head wondering "why" instead of focusing all of my thoughts on the subject at hand. Inevitably I miss something.
• It is a challenge to sit on a hard chair and pay attention for any stretch of time. I appreciate it when we get up to move into different learning groups. I love the classroom with the swivel office chairs; not only are they more comfortable, but I can easily turn and focus on whomever is speaking.
• Online Zoom discussion sessions (think Skype) get unwieldy when the group gets any bigger than eight or nine.
• Our online professor had us form small (three to four people) learning groups within our cohort, and it is an excellent resource. I have two partners to touch base with for questions, peer review, brainstorming, etc. when we're not in class.
• I love it when our professor stops and asks us if his/her choice of instructional strategy for a chunk of information is working, or if we need to change it up.
• The official title of a class really tells you nothing about the learning journey you are embarking upon. The learning needs to be put into perspective every time the class meets.
• Learners need multiple opportunities to dialogue with each other during the learning process. It helps clarify and solidify the content.
• You cannot disguise "busy" work. It's about compliance, not learning.
• Time leading up to a deadline goes more quickly than say, a minute running on a treadmill or waiting for something to come out of the microwave. It is important to plan enough time to revise your writing so that the professor is not grading your first draft. The perception of time between turning a paper in and receiving a grade is also skewed. Corollary: online drop boxes to turn in work and receive feedback are wonderful.
• The same people are always late.

(If you are interested in learning more about the educational leadership program at MSU, click here. Applications for the Fall 2015 Cohort are being considered through the end of January)

Any readers out there currently taking classes? I wonder how your experience compares. What have you learned about the student perspective? If you are also teaching at the same time, how has it impacted teaching and learning with your students?

Happy New Year, and as always, thanks for reading.

- J. Walton