Student Caring - A Podcast for Professors
Join professors de Roulet and Pecoraro as they encourage professors to achieve success.

Here's another one of our most popular podcast episodes: Teaching Students Who Are On Fire To Learn
Updated commentary by Daniel and David

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Golden Oldie - Replay
Podcast #85
Teaching Students Who Are On Fire To Learn

 

This blogpost and podcast is for our colleagues in higher educations, professors, the world over.

This is #2 in our series on teaching. We continue with a look at students who are on fire to learn.

GUIDING OUR STUDENTS ACADEMIC PASSIONS.

  • College Student:  “Teach it all to me – TODAY!” How do we direct that in the classroom?
  • The challenge for professors is to teach all of the students in front of you. Those who are on fire to learn as well as those who have little interest. A.K.A. Professor: “Why are you taking this class?”  College Student: “I have to, it’s a requirement.”
  • College is a half marathon, not a sprint.
  • You can recognize these students and focus their energies on an individual basis to challenge them.
  • Our role as a mentor can begin to take shape with enthusiastic students.
  • We want to recognize their gifts and encourage them.

 

SOCIAL PRESSURES FOR THE STUDENT WHO IS ON FIRE TO LEARN.

  • Sometimes these students can get on the nerves of other students. Uh oh – they’ll break the curve!
  • These students may be unintentionally disruptive by dominating the classroom. Professors need to control the classroom discussion and encourage the entire group to participate. Other students will happily sit there and zone-out while one or two others dominate the class.
  • College Student: “Hey, what about me? I’m here to learn too!”
  • College Student: “Our relationships with our peers are extremely important to us.”
  • These situations are good because they help to prepare them for workplace social dynamics.

 

Direct download: pod_243.mp3
Category:general -- posted at: 8:13pm PST
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Here's one of our most popular podcast episodes:  HOW TO FAIL A CLASS.
Updated commentary by Daniel and David

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Golden Oldies - Replay
Podcast #242
How to Fail a Class

 

In my Career Directions and Your Daily Bread class, I teach a variety of lessons to my students about how to make the transition from college to career. As part of the assignment to design and publish their own professional web site, I teach them the basics of how to write a blog post. The following blog post–really an open letter to college students, was submitted by Ms. Grace Johnston. It is my pleasure to feature it here on the Student Caring web site. If you want to listen to Grace read the letter, just click on the play button or go to iTunes and search for the Student Caring Podcast.    Prof. David Pecoraro

 

Dear fellow college students,

Getting straight A’s in college is important, but not nearly as important as what you could be doing instead of “How to Fail a Class”going to class, studying, and doing homework. College is full of useless things. Memorization skills? Who needs that? Reading and comprehension? Psh! General knowledge and information about daily life and the world? Boring!

What we learn in school will never follow us into real life, so why even bother? Here are a few tips on how to make the least out of your class!


Use your phone during class

Being distracted and disconnected is a key to future bad performance. Texting, Instagram, Facebook, Twitter, Tumblr; I want you to pick up your phone right now and immerse yourself in these things because you will be glad you did later! Especially when your professor clues you in on valuable information that’s not on the study guide for the next exam. You might as well disrespect the speaker while you’re at it!

Even if your homework assignments actually rely on a textbook, buy it and DO NOT touch it.

There is no better way to dissociate yourself with the course you’re taking than to purchase the required text and never open it. Who wants to waste their valuable social media/video game/nap time with reading a textbook that will help you understand the material that the professor babbles about in class? Only those of us who want to fail! The pros outweigh the cons; you’ll be short a few bucks, but you’ll have NO IDEA what’s going on in class.

DO NOT study.

Studying is a sure-fire way to get an excellent grade on exams and quizzes. We do not want success and progress to occur in your time at college, so put down the highlighter and the flash cards. Again, who wants to waste their precious time with studying? Your time at college is meant for other things like going out with friends, wasting your parents’ money, or gaining fifteen pounds. 

After the professor takes roll, leave as if you’re going to use the restroom and DO NOT come back.

Why on earth would you want to sit through a BORING, USELESS, INFORMATIONALLY VOID lecture when you’ve already got your name down on the attendance sheet? Only if you want to actually do well in class, of course! Use all of the time you’ve saved to do the really important stuff, like taking a nap, not finding a job, and avoiding all responsibilities.

Make fun patterns on your Scantron.

You could fill in all of your answers as “a” and be boring, or you could make your exam time much more interesting. Try to make squiggles, lightning bolts, zigzags, or, if you’re more advanced in Scantron art, a double helix. Don’t be afraid to let your artistic abilities flow, because that’s all that you have going for you in the future.

 DO NOT turn in any assignments.

This is a big one that fail-savvy students tend to miss. In some classes, assignments make up 50% of your grade. Imagine if you even TRIED to make an effort to complete one and turn it in on time. Avoid them at all costs; you’ll be glad you did.

Extra credit? More like torture!

Extra credit is absolutely detrimental to your failure. It could cause your grade to move up A WHOLE LETTER. Wow! Who would have thought that it could be so evil?

These are only a few tips to get you on your way to fail-ville. I hope these tricks and ideas help you and inspire you to get your grades down so low that you lose your scholarship.

A little disclaimer: some of these tips will not work for everyone, so try them all out and see which ones benefit you the most. I wish you luck!

Happy academic probation,

Grace Johnston

Grace Johnston

College Student, Educational Philosopher, Self-Professed Comedienne
Freelance Editor and Proofreader, Technical Theatre Major
Email

 

 

Right or control click here to download the MP3 of the Podcast.

How To Fail A Class

 

 

Professors David C. Pecoraro and Daniel de Roulet, with over 50 years of combined teaching, faculty development and administrative experience, provide professional mentoring services for professors wishing to improve in the following areas:

  • Course organization and management
  • Syllabus and lesson plan construction
  • Creating successful examinations, assignments, projects, and field trips
  • Improving instructor-student communication and rapport
  • Constructing a career plan
  • Mock job interview
  • Other areas? (Let us know.)

You E-mail us with a one page narrative of your current situation and the area(s) where you want to improve.

We'll reply to you with a list of available dates and time for your one-hour appointment and payment information.          

  Start Step 1. 

1. You select a date and time, provide us with your contact information in the form of a telephone number or Skype account name. 2. Deposit $200. USD (One-time-flat-fee)  into our PayPal account.

1. We'll reply to you confirming the date and time of your session and your paid fee. 2. We begin an analysis of your narrative and prepare for your mentoring session. 

We'll telephone / Skype you at the scheduled time and conduct your session.

During this one precious hour, the two of us focus on you - your vision, your goals, and your personal and professional development. We find this most effective when it becomes a shared conversation between us.

Within 5 business days, we will E-mail you with an action plan and accompanying materials.
Available to you, is a thirty-minute followup session within 4 months from the first session. Just contact us to schedule that meeting.

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Completely Confidential: We understand the personal and sensitive nature of these important areas and promise to you that we will never discuss them with anyone, ever. We retain your information only for the purposes of the above steps. When our communications are concluded, we delete all information.

Biographies
Professor 
David C. Pecoraro, M.F.A.
I have been a teaching college professor since 1980 and am passionate about all that I have learned about the profession of teaching, which I love. While I teach general education requirements in the arts, my department home has always been in the theatre. I teach courses in the area of design, management and production: Stage Management, Lighting Design, Introduction to Theatre, and others. I have taught at the undergraduate level at a community college and a private university and at the graduate level where I taught stage management for a large university.

I am passionate about interacting with my colleagues, globally, about the profession of teaching. Within that, of course, “Student Caring.” I have been teaching long enough to have observed how, when integrated with excellent instruction, can make all the difference in the world for the student. Within that scope, I am especially passionate about course design, in-class instruction, and the transition from college to career.

Dr. Daniel de Roulet, Ph.D.
After receiving a Ph.D. in English from the University of California, Irvine in 1992, I have been a college professor and administrator, and currently teach writing and literature.  I have led revisions to general education and first-year curricula, worked with developing educational assessment plans of student learning, and received undergraduate teaching awards. I have also coordinated a writing program for at-risk students. My experience is at four-year universities, a four-year college, and at community colleges.

My desire is to bring a sense of personal care into each class I teach, helping students to become adult thinkers and to be equipped for the world after college.  Nothing is quite like participating in a student’s discovery or rediscovery of education—this, and my continued learning in a community of students, motivates me to teach.  I also realize that we college professors are often woefully unprepared for the dynamics of the classroom.  My hope is to produce work that will encourages professors to take on as a life-long project the understanding of students and how to best teach them.

Professors - David & Daniel

Prof. David C. Pecoraro ~ Dr. Daniel de Roulet

Frequently Asked Questions:

Can a colleague or colleagues join a mentoring session?
No. We want to focus on the needs of one individual at a time. Moreover, it is a good confidentiality practice, which we take very seriously. 

Can I record the mentoring session?
Yes. 

What languages does your mentoring services provide?
At this time, we only offer the English language. If you have a translator available to you, we can work with them.

Do you offer small group or faculty-retreat / in-service mentoring?
Yes. The sessions include:

  1. A presentation on our most the most pressing needs for professors today.
  2. Guidance on creating action plans.
  3. Post-retreat / group evaluation of action plans.
  4. Optional individual post-retreat / group progress evaluation.

Group/faculty-retreat mentoring: $750. per half-day session; travel and lodging expenses; materials cost at $20 per participant; optional progress evaluations at $100. per participant

Contact Prof. Pecoraro for information about booking a group session. E-mail: david@studentcaring.com

Professional Mentoring Services for College Faculty

Direct download: pod_242.mp3
Category:Higher Education -- posted at: 10:21am PST
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As we pause for this American tradition and holiday known as Thanksgiving, we share what we are thankful for.

Wherever you are in world, we are thankful for your listenership and wish you all the best. 

Daniel & David

 

 

Direct download: pod_241.mp3
Category:Higher Education -- posted at: 10:58am PST
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As we prepare for our finals, we share some observations about what we see our students doing and offer tips for ways we professors can help them succeed. 

 

 

Direct download: pod_240.mp3
Category:Higher Education -- posted at: 3:18pm PST
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From our perspective, we share our thoughts (and ratings) on the popular rate my professors dot com website. 

Direct download: pod_239.mp3
Category:Higher Education -- posted at: 6:18pm PST
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Professors de Roulet and Pecoraro offer tips to help our students keep going when the going gets rough.

Direct download: pod_238.mp3
Category:Higher Education -- posted at: 2:40pm PST
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In this podcast about gossip and office politics, we share, analyze, and recommend a method of communication that minimizes conflict and promotes peace.

Direct download: pod_237.mp3
Category:Higher Education -- posted at: 7:23pm PST
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In this podcast we react to the work of Dr. Chip Espinoza and discuss how we are applying it in our classes.

 

 

Direct download: pod_236.mp3
Category:Higher Education -- posted at: 12:41pm PST
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Dr. Chip Espinoza: "So, when a faculty member can frame the discussion in development, once that student realizes that you really care about their future and where they're going, they'll listen to most anything you have to say."

Dr. Daniel de Roulet : "A millennial comes into class the first day and sits down. What are the red flags for a teacher? 

Dr. Chip Espinoza:

  • Student to Professor:  "What qualifies you to be teaching me?"
  • Student is thinking: "What can I possibly learn in here that I can't find on the Internet?"

Dr. Daniel de Roulet : "With this new group of millennials coming in, what might be some good things to do on the first day?"

Dr. Chip Espinoza: "Ask them: What might be your expectations for this class? What do you want to learn? What do you want to do with your life?"

On the first day, don't start with your own experience, start with theirs.

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We still have a very important job to do

 

Please join us again next week.

Until then, keep caring!

 

Direct download: pod_235.mp3
Category:Education -- posted at: 3:12pm PST
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Excerpts from part two of three in this podcast series.

Dr. Daniel de Roulet: "If I am not going to give my students information, what am I to do?"
Dr. Chip Espinoza: "Show the big picture. Information is only information unless you know how to apply it. Showing how information becomes knowledge, I think, is the key role we play in the classroom."

We need to go about it differently.
Moving from, "Sage on the Stage" to "Guide on the Side" to "Learning With."
You will see the relational aspect come together.


Dr. Chip Espinoza: In class, following up on a reading assignment: "What did you like about that article?"  - - - Silence - - - "What did you disagree with?" – – – "And we would talk for the rest of the class. They like to approach things from problem solving."


Anytime you want to see students energized, you have to approach it from a critical aspect.

Dr. Chip Espinoza: "Theres a high value on achievement, and they [Our students] do not want to fail. And they don't want to disappoint you or the people that support them who have high expectations of what their career will be."

 

Please join us again next week for Podcast No. 235, part three in this series.

Until then, keep caring!
Prof. David C. Pecoraro 

 

Direct download: pod_234.mp3
Category:Education -- posted at: 7:53am PST
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