Kerry spoke about those before the semester starts nightmares...

Mine was I'm in a play, but I never made it to the rehearsals and I don't know the lines...

What's going to happen?

The Unexpected...

Poem that really speaks to my heart as we start a new year and want a safe, predictable path in our teaching and in other parts of our lives.

Invite David up to share...

the title didn't interest me at first.

have enough conversations about my teaching; wasn't sure I needed more about reflecting on one's teaching.

I was wrong.

Brookfield: Critical reflection is, quite simply, the sustained and intentional process of identifying and checking the accuracy and validity of our teaching assumptions.

yesterday, spoke about not thinking it was a big deal to put the effort in to have students be able to see a unified calendar of their assignments.

side note - two faulty assumptions there - 1) that it is hard for us to do - it's not and 2) that students are bad for not having their act together.

Brookfield: Critical reflection is, quite simply, the sustained and intentional process of identifying and checking the accuracy and validity of our teaching assumptions.

yesterday, spoke about not thinking it was a big deal to put the effort in to have students be able to see a unified calendar of their assignments.

side note - two faulty assumptions there - 1) that it is hard for us to do - it's not and 2) that students are bad for not having their act together.

Brookfield: Critical reflection is, quite simply, the sustained and intentional process of identifying and checking the accuracy and validity of our teaching assumptions.

yesterday, spoke about not thinking it was a big deal to put the effort in to have students be able to see a unified calendar of their assignments.

side note - two faulty assumptions there - 1) that it is hard for us to do - it's not and 2) that students are bad for not having their act together.

Brookfield: Critical reflection is, quite simply, the sustained and intentional process of identifying and checking the accuracy and validity of our teaching assumptions.

yesterday, spoke about not thinking it was a big deal to put the effort in to have students be able to see a unified calendar of their assignments.

side note - two faulty assumptions there - 1) that it is hard for us to do - it's not and 2) that students are bad for not having their act together.

Most college teachers live in a pedagogic demilitarized zone, caught between institutional demands and the rhythms of teaching and learning.

Bureaucracies assume learning can be neatly aligned and packaged - commodified to use the language of critical theory - but brains and hearts dictate otherwise.

Learning that's complex and demanding never follows a neat institutional design. It goes off in unexpected directions, sometimes takes much longer than anticipated, and requires constant pedagogic adaptation. To assume you can control what's happening in your classroom is to ignore reality.

***

1) technology (specifically social media) can help me see the deeper threads of their learning more vividly. The stuff that's going to stick.

2) technology (specifically the LMS) can help me design courses that are less linear. Ones that go off in unexpected directions. Ones in which I want to provide more agency for students in their learning.

fb message from student in finland - oh my goodness. i couldn't stand when you kept asking us to look up stuff on statista and proquest.

now, i get it - and my peers all feel so behind from where I am.

pitch decks - industry analyses.

"This striving for perfection means I'm doomed to live in a state of perpetual failure."

In christ alone.

1) Podcasts
2) Elizabeth's music
3) Emails, be it posing questions, lifting one another up, or even subscribing to ones. Roger - recommended Richard Rohr's daily emails, which have been nourishment to my soul.

organizational politics -

Mike Caulfield - "Among other things, I run the Digital Polarization Initiative, an cross-institutional initiative to improve civic discourse by developing web literacy skills in college undergraduates. Have a class that wants to join? Contact me at michael.caulfield at wsu.edu."

"The assumption that good teachers meet all students' needs all the time is guaranteed to leave us feeling incompetent and demoralized."

Sylvia mentioned the episode of my podcast on my course evaluations, yesterday.

Bawling in front of thousands of people...

Intimate, connection I experienced with people from around the world.

Slack channel, Twitter, emails, etc.

things that so often aren't talked about at institutions. the kinds of conversations we had yesterday and I hope continue to have today.

1) Twitter - #educolor rethinking our syllabi. people who have made syllabi for ficticious or proposed classes. who wrote your textbook? who wrote the writings you've assigned?

"How does repressive tolerance work to achieve this? Essentially it ensures the continued marginality of minority views by placing them in close, comparative association with dominant ones."