Already. Just don't be taken in when she says with a straight face that her imoto is solely responsible for the mess in the playroom or just pulled her hair! (She's going to have to learn to stop lying to her mom eventually, right?) After telling her I played great for the first time in a long time in the faculty noon-time basketball games I've been joining fairly regularly on Tuesdays and Thursdays since I returned from Fukuoka, onechan regaled me with a long story about how she played basketball, volleyball, and soccer with her sensei and tomodachi at the Fredonia hoikuen yesterday--and even "all by myself." I don't know what Plato or Zora Neale Hurston would say, but I'm certainly enjoying her stories.... And no, the fact that she painted me my birthday present yesterday has nothing to with it. Nothing, I say!
(Yes, I'm a little bit more relaxed about her adjustment into English and western NY now. If only I could say the same about imoto.)
Friday, September 21, 2007
Thursday, September 20, 2007
On Devi and Rowling
Remember when I said it would take about, oh, a month to start some Deathly Hallows blogging? Me neither. Let's just say that never happened, shall we? Why? Well, I'm ready with Harry Potter 7 spoiler #1, of course! Are you sitting down?
Too bad I have no idea how to put things "below the fold," because this one's a doozy. I'll be as coy as possible in case anyone's even further behind the fantasy zeitgeist than I am. (You know, besides the three-quarters of my students in my Postcolonial Hawthorne class today, my dad....) The good news for you is that you don't even have to go back to my now-7-months-old-and-more Devi blogging to get this one. Quite the opposite--it's actually one where Rowling clarifies Devi.
Let's put it this way: remember how The Boy Who Lived lives up to his name towards the end of Deathly Hallows? How he's unexpectedly (if you're anything like me, that is) empowered by his acceptance of his own death and transformed by his courage in acting on it? Assuming you do, you'll appreciate how weirdly similar this is to the acceptance and transformation Devi details for the Nagesias in "Pterodactyl, Puran Sahay, and Pirtha." That is all. A cross-cultural structural parallel that may well top my Douglas Adams-Salman Rushdie one. You may go.
[Update: Uh, wait! Before you go, check out the slyly disguised Harry Potter 1 reference in paragraph 3 of this otherwise deathly serious article. My year will be complete if Martindale owns up to it here!]
Too bad I have no idea how to put things "below the fold," because this one's a doozy. I'll be as coy as possible in case anyone's even further behind the fantasy zeitgeist than I am. (You know, besides the three-quarters of my students in my Postcolonial Hawthorne class today, my dad....) The good news for you is that you don't even have to go back to my now-7-months-old-and-more Devi blogging to get this one. Quite the opposite--it's actually one where Rowling clarifies Devi.
Let's put it this way: remember how The Boy Who Lived lives up to his name towards the end of Deathly Hallows? How he's unexpectedly (if you're anything like me, that is) empowered by his acceptance of his own death and transformed by his courage in acting on it? Assuming you do, you'll appreciate how weirdly similar this is to the acceptance and transformation Devi details for the Nagesias in "Pterodactyl, Puran Sahay, and Pirtha." That is all. A cross-cultural structural parallel that may well top my Douglas Adams-Salman Rushdie one. You may go.
[Update: Uh, wait! Before you go, check out the slyly disguised Harry Potter 1 reference in paragraph 3 of this otherwise deathly serious article. My year will be complete if Martindale owns up to it here!]
Wednesday, September 19, 2007
On Classroom Observations
As associate chair of my department, I'm responsible for mentoring new hires during their first semester on campus, which includes writing an observation letter on their teaching. The way we usually handle this in my department is to give our new professors as much choice in the process as possible: among the classes I am free to attend, they are free to choose which course I will observe and when my two visits will take place (usually toward the beginning and toward the end of the semester). No pre-observation or post-observation meetings are required, but they can of course request them, and since we're meeting as needed to discuss any questions and problems they may have over the course of the semester, it's easy to discuss their classes and students along the way. All I ask for before my first visit is a syllabus. Since they go up for renewal for the second year sometime late in the fall semester, thanks to our nutty renewal and promotions schedule, I'll be writing up the letters over Thanksgiving Break so they can get them right after it and decide whether to include them in their files or not.
The point of these visits is to give useful feedback on their course design, pedagogy, classroom management, and so on. What I usually try to do while observing a class is figure out how the lesson is structured and why, how it relates to the overall course goals, and how the students are responding to it and to the professor. Obviously my being there changes the classroom dynamic to some extent, which is why only about a third of my overall focus is on their responses, especially during that first visit. But that doesn't mean I don't do a lot of student-watching. I like to come to a class early and watch/listen as the students come into the classroom, so I can see how they change as the professor enters the room. If there are any group or team discussions or activities, I like to place myself in a location where I can listen in on several teams (while appearing to be focused on taking notes). The great thing about students at my university is that from their words and body language it's very clear what they're thinking and how engaged they are with a lesson plan.
Still, especially for new faculty, that's not the be-all and end-all of an observation, particularly the first one. I've been here long enough (it's the start of my 10th year, if you count the year away) to have realized that it's how the students change over the four (or more) years they're here that matters most, so you have to think in semester-long arcs as well as shorter ones. If a particular class doesn't go as planned, you still have many more chances (and many many more than in Japan, where they meet only once a week for half the overall contact hours as in U.S. universities) to meet your goals for the semester. Of course, in my second visit, I'm looking to see whether/how the class atmosphere has changed, along with the quality of student engagement and discussion, particularly if the professor wasn't happy with how the first class went. But like I said, how the students respond to a new professor before any word-of-mouth has gotten around the student grapevines, which helps students self-select professors who match their own goals and learning styles, is not the biggest of deals to me.
What is is seeing how the professors are adjusting to the students in their class. Coming to a new institution, it's difficult to anticipate what student expectations and habits are with respect to reading load, in-class participation, individual and team assignments, taking responsibility for their own learning, and so on. In your first semester at a new place, you're basically gathering intel for the future--the next class, the next week, the next unit, the next semester--and looking for patterns in student thought and behavior. What can you expect from English majors? from English Adolescence Education majors? from Early Childhood Education English Concentrators? from students from the arts? humanities? social sciences? sciences? What about the mix of first- through fourth-years in your classes? What are their (often different and conflicting) expectations for this course? And so on. The goal is to figure out what the assumptions about them that you might be making that could be getting in the way of teaching them better, as well as what assumptions they seem to be making that they need to be disabused of or lead away from.
By adjusting to the students, then, I don't mean pandering to them, patronizing them, or catering to their every whim. I mean figuring out what are reasonable challenges to be presenting them with at what time in the semester, figuring out what you need to do to prepare them to do as well as possible on the assignments you've laid out for them, figuring out how to get and keep the group of students in front of you (or around you) motivated to push and challenge themselves. I mean thinking realistically and pragmatically about how to achieve your goals in the course. And maybe rethinking your goals and methods for the next time around.
Not all this shows up in my observation letter, of course. A good part of the letter is simply describing what I saw, in as much detail as I can muster from my notes and memories. Along the way or at the end, I usually include a mix of interpretations and assessments and suggestions. In doing this I tend to be more about options and roads not taken (but might be in the future) than about armchair quarterbacking or backseat driving; I consider alternate ways of achieving the apparent goals for the class meeting or adjusting them in light of the course goals. I try to convey to the professor and to anyone else who might happen to read the letter someday the complexities of and subtleties in teaching well.
Which means these things take a long time to write. But I usually learn a lot about teaching from visiting my colleagues' classes and writing up my observations, so I figure I should only return the favor with a letter they may be able to learn from.
The point of these visits is to give useful feedback on their course design, pedagogy, classroom management, and so on. What I usually try to do while observing a class is figure out how the lesson is structured and why, how it relates to the overall course goals, and how the students are responding to it and to the professor. Obviously my being there changes the classroom dynamic to some extent, which is why only about a third of my overall focus is on their responses, especially during that first visit. But that doesn't mean I don't do a lot of student-watching. I like to come to a class early and watch/listen as the students come into the classroom, so I can see how they change as the professor enters the room. If there are any group or team discussions or activities, I like to place myself in a location where I can listen in on several teams (while appearing to be focused on taking notes). The great thing about students at my university is that from their words and body language it's very clear what they're thinking and how engaged they are with a lesson plan.
Still, especially for new faculty, that's not the be-all and end-all of an observation, particularly the first one. I've been here long enough (it's the start of my 10th year, if you count the year away) to have realized that it's how the students change over the four (or more) years they're here that matters most, so you have to think in semester-long arcs as well as shorter ones. If a particular class doesn't go as planned, you still have many more chances (and many many more than in Japan, where they meet only once a week for half the overall contact hours as in U.S. universities) to meet your goals for the semester. Of course, in my second visit, I'm looking to see whether/how the class atmosphere has changed, along with the quality of student engagement and discussion, particularly if the professor wasn't happy with how the first class went. But like I said, how the students respond to a new professor before any word-of-mouth has gotten around the student grapevines, which helps students self-select professors who match their own goals and learning styles, is not the biggest of deals to me.
What is is seeing how the professors are adjusting to the students in their class. Coming to a new institution, it's difficult to anticipate what student expectations and habits are with respect to reading load, in-class participation, individual and team assignments, taking responsibility for their own learning, and so on. In your first semester at a new place, you're basically gathering intel for the future--the next class, the next week, the next unit, the next semester--and looking for patterns in student thought and behavior. What can you expect from English majors? from English Adolescence Education majors? from Early Childhood Education English Concentrators? from students from the arts? humanities? social sciences? sciences? What about the mix of first- through fourth-years in your classes? What are their (often different and conflicting) expectations for this course? And so on. The goal is to figure out what the assumptions about them that you might be making that could be getting in the way of teaching them better, as well as what assumptions they seem to be making that they need to be disabused of or lead away from.
By adjusting to the students, then, I don't mean pandering to them, patronizing them, or catering to their every whim. I mean figuring out what are reasonable challenges to be presenting them with at what time in the semester, figuring out what you need to do to prepare them to do as well as possible on the assignments you've laid out for them, figuring out how to get and keep the group of students in front of you (or around you) motivated to push and challenge themselves. I mean thinking realistically and pragmatically about how to achieve your goals in the course. And maybe rethinking your goals and methods for the next time around.
Not all this shows up in my observation letter, of course. A good part of the letter is simply describing what I saw, in as much detail as I can muster from my notes and memories. Along the way or at the end, I usually include a mix of interpretations and assessments and suggestions. In doing this I tend to be more about options and roads not taken (but might be in the future) than about armchair quarterbacking or backseat driving; I consider alternate ways of achieving the apparent goals for the class meeting or adjusting them in light of the course goals. I try to convey to the professor and to anyone else who might happen to read the letter someday the complexities of and subtleties in teaching well.
Which means these things take a long time to write. But I usually learn a lot about teaching from visiting my colleagues' classes and writing up my observations, so I figure I should only return the favor with a letter they may be able to learn from.
Tuesday, September 18, 2007
Rethinking a Course Blog
And by "course blog," of course I mean student blog. Too busy prepping and wasting time pretending to be the Commissioner of Women's Golf to do more than link to this announcement of a change over at American Identities. Go there and read the whole thing--it's short!
Saturday, September 15, 2007
Ready with Harry Potter 7 Spoilers in, oh, about a Month
In the apparently eternal struggle to make CitizenSE relevant to someone else in Blogoramaville, I can report that thanks to that honors thesis student on whose behalf I blegged last weekend, I'm currently making my way through that next-to-last one in the Harry Potter series this weekend--Half-Blood Prince, if memory serves. So like it says in the title, I'll finally be able to participate in the HarPot-blogging-fest about half a year late.
On the bright side, a student and fellow Gaiman fan has lent me her copy of Anansi Boys. If the blogging is light (in more ways than 2) here over the next couple of weeks, you'll know who to blame!
On the bright side, a student and fellow Gaiman fan has lent me her copy of Anansi Boys. If the blogging is light (in more ways than 2) here over the next couple of weeks, you'll know who to blame!
Friday, September 14, 2007
Story Time
In Japan, onechan never really needed or wanted bed-time stories. Sure, she'd have her mom read her books from the library as often as she could get her to, she'd ask me to read her the few books in English we brought from home, and when she was really desperate would get me to read to her in Japanese. But now that we're back in the States, she's really wanted to get back into the bed-time rituals we had established before we left. With some changes.
For one thing, she definitely likes certain stories for their nostalgia value now. Big Sister Dora is a big hit with her, probably because it takes her back to the winter and spring before imoto was born when we were frankly trying toindoctrinate train prepare her for her changing role in the family. Some stories take her even further back in time, like Goodnight Moon and Pat the Bunny (bed time edition). In Japanese, she's gotten even more into this series of stories about two little bear friends, Guri to Gura, which we originally received as a gift from the wife of one of my colleagues and which we now have access to thanks to the library at onechan's UB yochien. Since it's going to take her awhile to figure out how to invent that time machine she's been implicitly asking for lately, narrative will have to do for the time being.
For another, she's into me making up stories at bed time for the first time. These characters I invented several trips ago in Japan based on her and her oldest Japanese cousin, whom I'll call Iki and Ika here, are now doing double duty here. In the past, I told mostly action-adventure or silly stories about Iki and Ika's interactions with her favorite cartoon characters like Dora and the various Pretty Cure superheroes. Now, taking a page from Bill Benzon's Sparkychan and Gojochan, I'm having Iki and Ika go through versions of the problems onechan is going through. So one story has had them discussing how to make new friends in a new place. Another has had them figuring out what to do when a kid at hoikuen is being mean to them.
All this has gotten me thinking about imoto. It's clear that onechan is motivated to develop her English through listening to these stories. But in part because imoto is too young to really understand the shift from a Japanese-saturated environment to an English-saturated one and in part because she's been on this physical rather than verbal kick ever since she figured out how to roll over, I'm not at all confident that she's going to get the idea of using (more) words any time soon. So figuring out how to change her bed-time ritual to get some story time into it is going to be a big deal in the next several months. The problem is that she's so used to going to sleep with her mom in one bed and onechan is so used to going to sleep a little later with me in a different bed (after staggered baths most of the time) that it's going to be difficult to change things around so that I'm reading imoto a story in English before she goes to sleep with her mom. I can see adding a post-bath step, where the tsuma reads to onechan in Japanese while I read to imoto in English and then reversing it to end up with the familiar pre-sleep situation. Shouldn't be too big of a change, given that the current pattern fell into place only in the last two weeks, when it became clear to onechan that imoto is such a bed-hog that it's really difficult for all four of us to sleep together comfortably. But it does mean adding another 10-20 minutes to the process of putting the girls (and, usually, ourselves) down for the night (or in our case, a few hours before heading downstairs to talk and work for a while and then back upstairs to sneak a few hours of sleep together with imoto). Still, imoto's getting close to the age when we started building in regular bed-time storytelling to onechan's good night ritual, so it's going to have to happen sooner or later....
[Update (9/16/07): Thanks to Uncle Bill Benzon, I can point you toward this new University of Waterloo psychology study on very young children and stories!]
For one thing, she definitely likes certain stories for their nostalgia value now. Big Sister Dora is a big hit with her, probably because it takes her back to the winter and spring before imoto was born when we were frankly trying to
For another, she's into me making up stories at bed time for the first time. These characters I invented several trips ago in Japan based on her and her oldest Japanese cousin, whom I'll call Iki and Ika here, are now doing double duty here. In the past, I told mostly action-adventure or silly stories about Iki and Ika's interactions with her favorite cartoon characters like Dora and the various Pretty Cure superheroes. Now, taking a page from Bill Benzon's Sparkychan and Gojochan, I'm having Iki and Ika go through versions of the problems onechan is going through. So one story has had them discussing how to make new friends in a new place. Another has had them figuring out what to do when a kid at hoikuen is being mean to them.
All this has gotten me thinking about imoto. It's clear that onechan is motivated to develop her English through listening to these stories. But in part because imoto is too young to really understand the shift from a Japanese-saturated environment to an English-saturated one and in part because she's been on this physical rather than verbal kick ever since she figured out how to roll over, I'm not at all confident that she's going to get the idea of using (more) words any time soon. So figuring out how to change her bed-time ritual to get some story time into it is going to be a big deal in the next several months. The problem is that she's so used to going to sleep with her mom in one bed and onechan is so used to going to sleep a little later with me in a different bed (after staggered baths most of the time) that it's going to be difficult to change things around so that I'm reading imoto a story in English before she goes to sleep with her mom. I can see adding a post-bath step, where the tsuma reads to onechan in Japanese while I read to imoto in English and then reversing it to end up with the familiar pre-sleep situation. Shouldn't be too big of a change, given that the current pattern fell into place only in the last two weeks, when it became clear to onechan that imoto is such a bed-hog that it's really difficult for all four of us to sleep together comfortably. But it does mean adding another 10-20 minutes to the process of putting the girls (and, usually, ourselves) down for the night (or in our case, a few hours before heading downstairs to talk and work for a while and then back upstairs to sneak a few hours of sleep together with imoto). Still, imoto's getting close to the age when we started building in regular bed-time storytelling to onechan's good night ritual, so it's going to have to happen sooner or later....
[Update (9/16/07): Thanks to Uncle Bill Benzon, I can point you toward this new University of Waterloo psychology study on very young children and stories!]
Thursday, September 13, 2007
Abe Out
Back in the day, I did a number of political posts at Mostly Harmless that looked critically at the ties between right wingers in the U.S. and Japan. (Yes, March feels like "back in the day.")
I never came out with a prediction that Japanese Prime Minister Shinzo Abe would resign, like I did for then-Attorney General Alberto Gonzalez (ok, so I was off by a few months there--sue me!), and now I'm wishing I did, because he just did!
Now I'm wondering which party is in more trouble, Japan's LDP or the U.S.'s Republican Party? Given that the Republicans have already lost both legislative houses and neither Cheney nor Bush has offered to step down, I'd have to say it's the LDP. But there's still time for the Republicans to catch up with the LDP. Go for it, y'all!
I never came out with a prediction that Japanese Prime Minister Shinzo Abe would resign, like I did for then-Attorney General Alberto Gonzalez (ok, so I was off by a few months there--sue me!), and now I'm wishing I did, because he just did!
Now I'm wondering which party is in more trouble, Japan's LDP or the U.S.'s Republican Party? Given that the Republicans have already lost both legislative houses and neither Cheney nor Bush has offered to step down, I'd have to say it's the LDP. But there's still time for the Republicans to catch up with the LDP. Go for it, y'all!
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