Honors 100 Peer Educator
For my second experiential learning requirement, I decided to volunteer as an Honors 100 Peer Educator. Honors 100 had changed quite a bit since I had taken it, and now older students in the Honors Program acted as teaching assistants or "Peer Educators" to teach incoming freshmen.
Below is a reflection that I wrote in week 7 of Autumn 2013, which was the second time I taught the class.
Below is a reflection that I wrote in week 7 of Autumn 2013, which was the second time I taught the class.
Week 7 Reflection, Autumn 2013
It is already week 7, and the quarter is half gone already. I’ve suddenly realized that I only have one class session left to teach in Honors 100, since we have a lecture and presentations, and I find it terribly saddening.
I was a Peer Educator for Honors 100 last year as well. The experience fulfilled one of my required “Experiential Learning” requirements for Interdisciplinary Honors, and I received positive reviews from my students. Nonetheless, while I believed I had done a decent job, I knew I could do better. I had learned a lot from the experience, and I wanted to put my newfound knowledge to good use. I chose to be a Peer Educator again not for the credit, but for the experience, self-satisfaction, and the hope that I might make a difference in the undergraduate experiences of some students.
I have always had a love of teaching, and communication in any medium is an indispensible trait for success in any field. Whether it’s business, engineering, politics, or any other area, communication skills are key. My Dad has always told me to practice my public speaking skills at any chance I get, and I’d like to think I’ve improved. I recently watched two videos taken of presentations I gave in a technical communication class sophomore year (before I had taught Honors 100 at all), and I noticed a remarkable change in my speaking ability.
This quarter alone, my speaking skills have improved with each class I’ve taught. Additionally, my ability to make engaging PowerPoint presentations has also improved. My last presentation had students laughing, and no one complained when we went slightly overtime. I’ve also improved my organizational skills. Having deadlines and base requirements set by instructors is something I’m accustomed to, but setting my own standards for class is quite another. I have always been fairly critical of teachers who gave poor lectures, and greatly appreciative of more talented teachers. This has driven me to hold myself to high standards for my own teaching, and I create and review my lesson plans and presentations carefully.
I have always tried to abide by the Golden Rule; “Do unto others what you would have them do unto you”. I remember with fondness many teachers who inspired me, and treated me with respect, and I am often haunted by nightmares of distaste by teachers who embarrassed or patronized me. I have strived to uphold behaviors and attitudes in my teaching that I would like to have in my own teachers.
I would say I have a generally laid back and approachable persona in class, with an underlying respect for the subject. Some find it a hard balance to reach, but I find it quite natural. I simply treat my students as the adults that they are; human beings who are just as perceptive of their surroundings as I am. Maybe I am naturally commanding, but I have never had my authority challenged in class, so I have never had to be aggressive and defend it, which I like. I’m generally not interested in conflict.
Even with the experience I gain each day I teach, I still face some challenges in the classroom. My biggest challenge is addressing students who are losing points. One student was missing at the first section, and while I had emailed her and gotten one reply, it was still awkward when I met her in person during the following week. Since the issue had been mostly resolved I didn’t see any need to bring it up (especially during class), but it was still awkward to just smile and acknowledge her (maybe because she’s a girl? I’m not sure entirely).
I’ve had a few other situations in class like this. One was where a student forgot his laptop in another building, and wanted to run and grab it. I knew he shouldn’t leave, but I didn’t want his laptop stolen, and it would be useful for the activity that day (portfolio sharing). I told him to run. My inflection made it clear to everyone that class time is precious and valuable, and he was back promptly. The last instance was a student who had opened his laptop during class on another day. I asked him to close it nicely, and he was quite embarrassed, and said he was just checking his registration day (which I had just informed them how to do).
I think that I handled these situations reasonably well, but nonetheless, I am still uncomfortable with them.
I was a Peer Educator for Honors 100 last year as well. The experience fulfilled one of my required “Experiential Learning” requirements for Interdisciplinary Honors, and I received positive reviews from my students. Nonetheless, while I believed I had done a decent job, I knew I could do better. I had learned a lot from the experience, and I wanted to put my newfound knowledge to good use. I chose to be a Peer Educator again not for the credit, but for the experience, self-satisfaction, and the hope that I might make a difference in the undergraduate experiences of some students.
I have always had a love of teaching, and communication in any medium is an indispensible trait for success in any field. Whether it’s business, engineering, politics, or any other area, communication skills are key. My Dad has always told me to practice my public speaking skills at any chance I get, and I’d like to think I’ve improved. I recently watched two videos taken of presentations I gave in a technical communication class sophomore year (before I had taught Honors 100 at all), and I noticed a remarkable change in my speaking ability.
This quarter alone, my speaking skills have improved with each class I’ve taught. Additionally, my ability to make engaging PowerPoint presentations has also improved. My last presentation had students laughing, and no one complained when we went slightly overtime. I’ve also improved my organizational skills. Having deadlines and base requirements set by instructors is something I’m accustomed to, but setting my own standards for class is quite another. I have always been fairly critical of teachers who gave poor lectures, and greatly appreciative of more talented teachers. This has driven me to hold myself to high standards for my own teaching, and I create and review my lesson plans and presentations carefully.
I have always tried to abide by the Golden Rule; “Do unto others what you would have them do unto you”. I remember with fondness many teachers who inspired me, and treated me with respect, and I am often haunted by nightmares of distaste by teachers who embarrassed or patronized me. I have strived to uphold behaviors and attitudes in my teaching that I would like to have in my own teachers.
I would say I have a generally laid back and approachable persona in class, with an underlying respect for the subject. Some find it a hard balance to reach, but I find it quite natural. I simply treat my students as the adults that they are; human beings who are just as perceptive of their surroundings as I am. Maybe I am naturally commanding, but I have never had my authority challenged in class, so I have never had to be aggressive and defend it, which I like. I’m generally not interested in conflict.
Even with the experience I gain each day I teach, I still face some challenges in the classroom. My biggest challenge is addressing students who are losing points. One student was missing at the first section, and while I had emailed her and gotten one reply, it was still awkward when I met her in person during the following week. Since the issue had been mostly resolved I didn’t see any need to bring it up (especially during class), but it was still awkward to just smile and acknowledge her (maybe because she’s a girl? I’m not sure entirely).
I’ve had a few other situations in class like this. One was where a student forgot his laptop in another building, and wanted to run and grab it. I knew he shouldn’t leave, but I didn’t want his laptop stolen, and it would be useful for the activity that day (portfolio sharing). I told him to run. My inflection made it clear to everyone that class time is precious and valuable, and he was back promptly. The last instance was a student who had opened his laptop during class on another day. I asked him to close it nicely, and he was quite embarrassed, and said he was just checking his registration day (which I had just informed them how to do).
I think that I handled these situations reasonably well, but nonetheless, I am still uncomfortable with them.