tag:blogger.com,1999:blog-35000592.post1836559876790816033..comments2023-09-08T05:37:38.185-05:00Comments on Doctorating: A Report on RapportPhDinghttp://www.blogger.com/profile/10120530078460277251noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-35000592.post-63123048692651363972007-04-25T01:24:00.000-05:002007-04-25T01:24:00.000-05:00糖尿病 心脑血管 文秘 糖尿病分型 1型糖尿病 2型糖尿病 老年糖尿病 儿童糖尿病 糖尿病治疗方法 ...<A HREF="http://www.zgtnw.com" REL="nofollow">糖尿病</A> <A HREF="http://www.cnxinnao.com" REL="nofollow">心脑血管</A> <A HREF="http://www.cnwenmi.com" REL="nofollow">文秘</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/fxgl/200612/202.html" REL="nofollow">糖尿病分型</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/fxgl/200612/205.html" REL="nofollow">1型糖尿病</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/fxgl/200612/209.html" REL="nofollow">2型糖尿病</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/fxgl/200612/226.html" REL="nofollow">老年糖尿病</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/cjzz/200704/3449.html" REL="nofollow">儿童糖尿病</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/tncs/200704/3923.html" REL="nofollow">糖尿病治疗方法</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/tncs/200704/3926.html" REL="nofollow">糖尿病如何治疗</A> <A HREF="http://www.zgtnw.com/tnb/jbcs/tncs/200704/3925.html" REL="nofollow">糖尿病怎样治疗</A> <A HREF="http://www.zgtnw.com/tnb/yfbj/jkys/200703/2838.html" REL="nofollow">糖尿病饮食治疗</A> <A HREF="http://www.zgtnw.com/tnb/yfbj/trsh/rs/200701/1933.html" REL="nofollow">妊娠糖尿病饮食</A> <A HREF="http://www.zgtnw.com/tnb/yfbj/jkys/200703/2600.html" REL="nofollow">糖尿病饮食注意</A> <A HREF="http://www.zgtnw.com/tnb/tnzl/bfz/Index.html" REL="nofollow">并发症治疗</A> <A HREF="http://www.zgtnw.com/tnb/tytd/jj/Index.html" REL="nofollow">糖尿病急救</A>Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-35000592.post-2828467402552944612007-01-31T20:13:00.000-05:002007-01-31T20:13:00.000-05:00AcadeMama, I completely agree. And you are my her...AcadeMama, I completely agree. And you are my heroin. The "circle time"idea is great. Nap time would be better.<br /><br />Dr. C., I know I'll eventually have to create a course around my research area because we rarely teach anything but our version of 101. I may call on you when it's time to design that syllbus since our areas are sort of close.PhDinghttps://www.blogger.com/profile/10120530078460277251noreply@blogger.comtag:blogger.com,1999:blog-35000592.post-31368958368233199132007-01-29T22:28:00.000-05:002007-01-29T22:28:00.000-05:00One thing I'll say about the content issue is that...One thing I'll say about the content issue is that it can be good in at least a couple of semesters to incorporate (some) material from your own specialization into these courses, particularly if you won't get the opportunity to teach in your field as a grad student. While you're right that it's about the students - and not about you - in theory, in practice I do think that the fact that I tried to use some things from my own job market field in courses that I designed helped me on the market the first time around. (I should also note that I didn't TA in my specialization at all, which meant that if I didn't include things that I might actually teach in an actual job, I'd have had no experience in teaching the texts on which I research heading onto the market).<br /><br />Other than that, though, yes, I agree with you in much of what you say in the post :)Dr. Crazyhttps://www.blogger.com/profile/12457967076373916629noreply@blogger.comtag:blogger.com,1999:blog-35000592.post-82114780839244546702007-01-29T14:29:00.000-05:002007-01-29T14:29:00.000-05:00I agree with (and practice) pretty much all the su...I agree with (and practice) pretty much all the suggestions you discuss here. In addition, I've always been fortunate enough to work at institutions that work hard to keep intro-level comp and lit classes capped at 22-25, which always helps. I make myself memorize their names in the first 2 weeks, and I get to know them outside of class via conferences. I also have no shame in making class discussion mandatory. I explain to students that because I know their names, I will absolutely call on them by name, even if it's just to see if they enjoyed their reading assignment or understood the assignment sheet. I make fun of myself on plenty of occasions, and if warranted, I poke the occasional joke at them. For example, I had a student who spelled heroine h-e-r-o-i-n. I used this as an example of why spellcheck is no guarantee, and called her out in class, knowing that she had the kind of personality that a)could take a joke and b)appreciate my catching the error. <br /><br />I've found that students appreciate it much more when I act as their guide rather than an all-knowing expert.<br /><br />The biggest thing I get complimented on in evaluations is what's come to be known as "Circle Time." Almost every class consists of a large amount of Circle Time. Students put their desks/chairs in a circle, and I join it, so there is literally no "head" of the class, no alpha figure in front of the chalkboard. It starts out a bit silly, but the physical environment/shape encourages them to talk to anyone else in the class, not just the person in front of or behind them. Everyone gets eye contact and is held accountable for doing more than just physically occupying a seat. For me, creating a comfortable environment for my students is the very first step to any kind of effective classroom or pedagogy, and without it, I would be missing much more than would they.AcadeMamahttps://www.blogger.com/profile/15510282285225998011noreply@blogger.com