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• W1188385695 abstract "Have you ever taught an 8am class where the students groggily gaze at you like you are an alien with three heads? I am a person who raised two children who are NOT morning people. I am well aware that 8am is an ugly time of day for many. However, students are enrolled in these early classes, the courses must be taught, and it is our duty to help them get the most out of the experience; so HOW do we avoid becoming the three-headed alien?During an early experience teaching a Freshman Seminar course, part of the curriculum included completing the MBTI (Myers Briggs Type Indicator) and concurrent activities. Much to my dismay, I learned that 75% of my 8am students were Introverts (I am an Extrovert, in addition to being that person.) This was an alarming insight for me. It explained a lot about those glazed over eyes and the lack of responses to my incessant questioning. How was I going to make the class engaging and enlightening given these constraints?My solution was to assign the readings one class at a time, one class in advance of each. When we met in class, I created mini lessons that they worked on individually after a short instructional session. Once they completed the work, they worked in pairs or small groups to discuss the activity. As they worked, I wandered around the room and listened to the discussions, using open-ended prompts to stimulate thinking. I then posted questions via Power Point to which they would verbally respond based on their group's input and discussions. Not only did this solve the early moming-itis, it also helped these Introverts to leam to speak out in class and work in teams, small chunks at a time. Laurie Hazard of Bryant University is a firm believer that institutions must go beyond traditional approaches and address student mindsets and attitudes that function to create roadblocks to what is central to effectively (2012). The class enjoyed the activities and articulated that they felt comfortable talking in the small groups. As Maryellen Weimer (2013) states, If we are serious in our intent to make courses centered, then we must take time to talk about learning and we need to take time to create safe learning-centered environments for all students.My current assignment is at a school that operates on the quarter system, and I teach four quarters a year. Typically, the summer quarter for the reading class consists of students who graduated high school within two weeks of beginning summer quarter, so they are fresh out of high school. My summer reading class met at 8am. I continue to use the MBTI as part of my course's self-awareness and reflection activities. The students are amazed at the revelations that MBTI provides them. We talk about the impact of MBTI on their lives as well as on career choice. The class performs a career search using ONETONLINE.org to see how their MBTI translates into career skills and work tasks. They complete a Journal activity on Blackboard synthesizing the two lessons and reflecting upon what they learned about themselves and their future career. The students learn about themselves, their career choice, and the world of work by using these activities.This summer, 16 out of 20 students were Introverts. I flipped the classroom so that all readings were handed out in class to be read at home for the next session. …" @default.
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• W1188385695 date "2013-10-01" @default.
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• W1188385695 title "Extroverts and Introverts and 8am.Oh My" @default.
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