No one gets remembered for the things they didn't do

I teach sociology online, and I tell my students that my courses are collaborative; the students teach me as much as I teach them. We just have different areas of expertise. I am not a believer in vertical hierarchies when it comes to education, nor in most other areas actually. One of the ways I manifest these ideas as a teacher is by participating in the course as an active learner. When I assign a topic- pages to read, films to watch, concepts to consider- I do the work, too. I take quizzes to make sure they are clear and I facilitate discussion, sometimes contributing my own impressions. Inevitably, my perspective is present in every assignment I create, so I try to take a back seat and allow my students drive through the terrain I've chosen on the paths that most interest them.

Just as we each view the world through our own unique filters, we also display our knowledge most effectively using different methods. In order to account for the wide range of talents in my courses, I give multiple simultaneous assignments on the same topic using different platforms. I have the students read or watch so that they gather information about a topic from an external source. I ask them to discuss this information with other students to gain and revise perspective using an active process. I require them to take a quiz, to reinforce the information they've acquired. When they've done all of this I ask them to take this new knowledge and relate it to their lives in a personal way. I call these assignments journals. The students need not write the journals in any particular format, but they must write them well. That is to say they must apply the material we've been investigating appropriately and in some depth to their own experiences. I find that this assignment creates a powerful understanding and facility with new information. The experience of writing the journal is often transformative. This is why I also write and post my journal each week on the discussion board where my students can read it. It's not common for teachers to share the details of their lives with students, but I've found that posting my journals is an important part of creating a truly collaborative environment.

I am sad to admit that this semester I've fallen behind in my journal writing. My posts are technically voluntary, as I am not taking my class for a grade, but I feel hypocritical asking my students to commit to a greater effort than I, myself, am willing to give. My actions are the model for the work ethic and commitment to the class that I expect them to have. After giving this much thought, I realized I needed to do what I ask of my students: acknowledge my shortcoming, explain my situation honestly, and then make it right. So I wrote them a journal. Here is what I wrote:


Thank you! And, I'm sorry.

Clearly I have not successfully kept my own posts current. For this I am sorry. I mean, I know you can write your journals without reading mine, but I really enjoy connecting with my students and doing the assignments along with you helps nurture this connection. It also gives me insight into the usefulness of my assignments and hopefully provides a clear example for you in case the assignment is difficult for some reason. In any event, I apologize.

And I want to explain.

Several weeks ago, I began writing a post about some culture shock I'd recently experienced. Unexpectedly, this journal assumed a life of its own and I couldn't quite end it. I realized that I was no longer writing my sociology 101 assignment, but something else entirely. I wasn't sure quite what that something was going to be. (Sound familiar to anyone?) Distracted from my teaching work, I began to indulge my desire to write.

And this is why I thank you.

I don't know if any of you have had this experience, but sometimes I find that the right audience, assignment, or set of events creates the perfect environment for creativity to bloom. After mulling it over for a few days, maybe a week or two, I decided to start a blog. The length of the posts felt familiar and not overwhelmingly burdensome given my other responsibilities, and I am constantly relating some event, issue or comment I overhear at the park to larger social issues, ensuring I often have Something To Say. Teaching sociology likely relates to this phenomenon in a chicken versus egg manner. That is, I originally gravitated toward sociology because of my tendencies to analyze culture, language and interaction, but you are the ones who keep me thinking, learning, analyzing and discussing. So I appreciate that you help me see things in new ways and motivate me to write. You gave me an audience, if only in my mind.

And I will try to make it right.

I'm going to post some of my writing here, pieces that relate to our coursework. I haven't made the blog public yet, so you are part of my very limited test audience. I hope it will be helpful and possibly enjoyable, and that you'll let me know what you think. 

And then, go start your own blog!


It's easy, really, and you've already got a bunch of good material in your journals. If you do, make sure to share it with me. Send me a link to your blog, and I'll send you a link to mine!