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Analysis Of Observing A Classroom-Based History Class

1280 Words6 Pages

Observing a typical classroom-based history class presents the graduate student with a new, intriguing perspective on how to teach the subject of history, but observing a history class that is centered on a discussion over a selection of texts adds a layer of complexity and distinctiveness to the classroom. In a normal classroom-based history class, the professor is responsible for distributing information to the students in a manner that allows these students to retain this information. However, a discussion class differs from this in almost every way. While the professor still takes an active role in the discussion, it is the expectation of the students to actively participate and contribute to the conversation. The class that I observed …show more content…

The professor was effective in establishing her position as head of the class by effectively allowing the students to partake in discussion with each other, but the professor was even more effective in this pursuit by knowing when to contribute to the conversation. Whenever a student made a remark or comment that had little to do with the text, this instructor steered the conversation back towards the text by asking a question that related to the lecture given the class before. This allowed the students to connect lectures to discussion sections, as well as how to tie together analysis with historical fact. Moreover, the professor added to this ethos as head of the class by explaining quotes and passages within the text. This was further demonstrated when the professor pointed out a certain quote or passage and engaging the class about this passage. By allowing the students to add something to the conversation, the instructor gave the students a myriad of opportunities to contribute to the discussion, as well as in analyzing the text. Similar to when conversations were led astray by a couple of students, the professor took assertiveness in steering the conversation back on the subject of the discussion by explaining the quotes and …show more content…

The professor tended to relapse into a long-winded explanation whenever students asked questions about the text or a question of curiosity. This did exhibit a strong knowledge of the material as well as an enthusiasm for the subject material, but class time was noticeably lost because the professor took time to explain certain points. However, when this did occur, and it only happened once, the professor was able to effectively steer the conversation back to the original topic being discussed. All in all, these weaknesses were minor problems in the class, and the professor did exhibit strength in diminishing the weaknesses to make the class enjoyable and worthwhile for the students to

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