Great Teaching Retreat Wrap-Up Spring 2018

Great Teaching Retreat April 13-15, 2018 North Texas Jellystone Park | Burleson, TX

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TABLE OF CONTENTS Facilitator and Participant Directory 3 Retreat Agenda 6 9Celebrating Our Teaching Successes 11Quotes We Share with Our Students 15 17 The Teaching Challenges We Face 19 Our Great Books 21 23 Breakout Session 1 27 Non-Astounding Teaching Devices 29 31 Breakout Session 2 Breakout Session 3 Commitments In Search of the Great Teacher 2

facilitators Center for teaching Faculty Facilitators & Learning Facilitators Bhavani Kola Lee Grimes Mathematics Executive Director Trinity River Campus Southeast Campus [email protected] [email protected] Brunilda “Bruny” Santiago William Torres Instructional Design Specialist Mathematics Southeast Campus Trinity River Campus [email protected] [email protected] Alicia Lupinacci James Gills Business Instructional Technology Manager Trinity River Campus [email protected] Trinity River Campus [email protected] Jon Anderson English Kelly Tribble Director of Faculty Development Trinity River Campus [email protected] Trinity River Campus [email protected] Beverly Davis Speech Alma Martinez-Egger Director of Staff Development Northeast Campus [email protected] Trinity River Campus [email protected]

Participant Directory Cindy Allen Chris Blevins Reading & Writing Surgical Technology Northwest Campus Trinity River Campus [email protected] [email protected] Victoria Anthony Terry Ephraim Nursing Word Processing Trinity River Campus Northeast [email protected] [email protected] Douglas Atkinson Liz Gabhart Computer Science Northeast Campus [email protected] Northwest Campus [email protected] Ting Bai Kristan Hemingway Accounting Connect Campus Mathematics [email protected] Trinity River CampusJuan Barbarin-Castillo [email protected] Chemistry Garrison Henderson Northwest [email protected] Sociology Mac Belmontes Southeast Campus Business & Management [email protected] Northeast Campus Jennifer Lamb [email protected] Sociology Southeast Campus [email protected] 4

Participant Directory Sandra Lane Ranjana Segal ESL Continuing Education Chemistry Northeast Campus Southeast Campus [email protected] [email protected] Frances “Diane” Suarez Adrianne Lewis Psychology English Southeast Campus Trinity River Campus [email protected] [email protected] Joyce “Jean” Thompson Health Information Technology Irina Mozuliova Trinity River Campus Spanish [email protected] Arleathia Walker Northwest Campus [email protected] Business Connect Campus Neal Nguyen [email protected] Mathematics Kaycee Washington South Campus Economics [email protected] Connect Campus Olga Papadopoulou [email protected] Kathy Williams Chemistry Developmental Mathematics South Campus [email protected] South Campus [email protected] Duc Phan Mathematics Southeast Campus [email protected] Cathy Ransom Developmental Math Northwest & South Campus [email protected] Tonya Ray Sociology Southeast Campus [email protected] Jackie Rowe English Southeast Campus [email protected]

2018 Great Teaching RetreatAgendaFriday, April 7 Saturday, April 14 Room Check-In and Retreat Sign-In Body Sorting Activity: Finding Commonalities Overview, Introductions, Touchstones Success Stories – Home Group Discussion Home Groups Assignments Our Great Books Social Time and Camp Fire Challenges – Home Group Discussion Building the Breakout Session AgendaSunday, April 15 Breakout Session One Lessons From Geese Our Non-Astounding Teaching Devices Breakout Session Two Quotes We Share with Our Students Social Time and Camp Fire Breakout Session Three In Search of the Great Teacher Graduation Ceremony Group Picture Evaluations and Adjourn 6

TOUCHSTONESBE 100% PRESENT, EXTENDING, AND PRESUMING WELCOME. Set aside the usual distractions of things undonefrom yesterday, things to do tomorrow. Bring all of yourself to the work. We all learn most effectively inspaces that welcome us. Welcome others to this work, and presume that you are welcomed as well.LISTEN DEEPLY. Listen intently to what is said; listen to the feelings beneath the words. As Quaker writerDouglas Steere puts it, “Holy listening is to ‘listen’ another’s soul into life, into a condition of disclosureand discovery. This may be the greatest service that any human being performs for another.” Listen toyourself, as well as to others. Strive to achieve a balance between listening and reflecting, speaking andacting.IT IS NEVER “SHARE OR DIE.” You will be invited to share in pairs, small groups, and in the large group. Theinvitation is exactly that. You determine the extent to which you want to participate in our discussions andactivities.NO FIXING. Each of us is here to discover our own truths, to listen to our own inner teacher, and to take ourown inner journey. We are not here to set someone else straight, to help right another’s wrong, or to “fix”what we perceive as broken in another member of the group.SUSPEND JUDGMENT. Set aside your judgments. By creating a space between judgments and reactions, wecan listen to other, and to ourselves, more fully.IDENTIFY ASSUMPTIONS. Our assumptions are usually invisible to us, yet they support our worldview. By firstidentifying our assumptions, we can then set them aside and open our viewpoints to greater possibilities.SPEAK YOUR TRUTH. You are invited to say what is in your heart, trusting that your voice will be heardand your contribution respected. Your truth may be different from, even the opposite of, what anotherperson in the circle has said. Yet, speaking your truth is simply that﹘it is not debating with, correcting,or interpreting what another has said. Own your truth by remembering to speak only for yourself. Usingthe first person “I” rather than “you” or “everyone” clearly communicates the personal nature of yourexpression.RESPECT SILENCE. Silence is a rare gift in our busy world. After someone has spoken, take time to reflectwithout immediately filling the space with words; this applies to the speaker as well. Be comfortableleaving your words to resound in the silence, without refining or elaborating on what you have just said.This process allows others time to fully listen before reflecting on their own reactions.MAINTAIN CONFIDENTIALITY. Create a safe space by respecting the confidential nature and content ofdiscussions held in this circle. Allow what is said in the circle to remain there.WHEN THINGS GET DIFFICULT, TURN TO WORNDER. If you find yourself disagreeing with others, becomingjudgmental, or shutting down in defense, try turning to wonder: “I wonder what brought her to thisplace?” “I wonder what my reaction teaches me?” “I wonder what he’s feeling right now?”

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Celebrating Our GreatestI created a book with my students, and it was rewarding to see them grow and develop through that process.I use A = Awesome as part of my grading scale, and it helps students feel valued and successful.I bring out the creativity in my students to make them feel inspired.Using hands on lessons based on real-world examples, rather than just going over a PowerPoint, helps mystudents learn to better learn the material.I hold class in different places on campus to help students think outside the box.I highlight and celebrate the perspectives and insights of older students to add to the richness of theclassroom experience.Spending more time with a student who was struggling, and helping them to pass was very rewarding.I am “real” with students and talk straight with them to get them to open up, and make them feel moreconfident.I empower students to help them realize that it is okay to make mistakes, but that you must learnsomething from each mistake in order to learn and grow.After a student earned a low grade on a placement exam, and was made to feel “dumb,” I encouraged herto not give up and the student ended up earning the equivalent of an ‘A’ the next time she took the exam.I make chemistry “real” for my students, and help them realize that we use it throughout our daily lives.When my students pass the nursing exam, I know I have been successful.I was able to reach a shy, reserved student and inspired her to change her major because she wanted to gointo education.I teach students that if you focus on the process of economics, and less on the memorization, you will besuccessful.9

Teaching SuccessesI use realistic role-playing to connect the content to reality.I was able to take a pessimistic student, and turn her attitude around, leading her to become a lifelongfriend of mine. She eventually earned a doctoral degree a came back years later to visit with me.I changed the life of a student who was suicidal, and later saw him return to TCC to finish his degree andpursue a career. He even invited me to his wedding!I have students stand and deliver short phrases in Spanish to help them get out of their comfort zone, sothey can better grasp the language.I use weekly motivational videos, and tell my students not to give up!Helping my students make simple connections between complex concepts encourages and cultivateshigher order thinking.I have felt success when I take students who are earning an ‘F’, and help them earn a ‘B’ by the end of thesemester through hard work and persistence.I am honest with students about my own anxieties and insecurities, which brings a human element to theinstructor, and makes students feel more comfortable approaching me.I cater to all students in my class, from the ones who are struggling to the ones who are thriving, and findways to challenge all of them regardless of where they are.Becoming personally invested in my classes and the success of my students helps students feel likethey are supported and they can accomplish anything.I once helped a struggling student earn a high score on an AP exam that she had previously bombed.Later, I received a touching thank you note from her and it put me in tears!I use positive affirmations throughout the class, and call each student by name so they know that I careabout them. 10

“True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing joyfully collapse, encouraging them to create their own.” -Nikos Kazantakis “Education is the pathway to success. No one can take your education away from you.” -Unkno wn “…The hardest thing in the world is simplicity. And the most fearful thing, too. It becomes more difficult because you have to strip yourself of all your disguises, some of which you didn’t know you had. You won’t to write a sentence as clean as a bone. That is the goal.” -James Baldwin “Dreams without goals, are just dreams. And they ultimately fuel disappointment. Apply discipline and consistency, in order to achieve your goals.” -Denzel Washington “Stop and smell the rosemary. Rosemary is for remembering - remember well.” -Unkno wn “Education is the most powerful weapon we can use to change the world.”“wQituhotoeusrwSetusdheanrtes-NelsonMandela “You’re only here for a short visit. Don’t hurry, don’t worry. And be sure to smell the flowers along the way.” -Walter Hagan (adapted) “Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan “press on!” has solved and always will solve the problems of the human race.” -Calvin Coolidge Every great developer you know got there by solving problems they were unqualified to solve until they actually did it. -Patrick McKenzie “If I gave you a fish, you can eat for a day; if I showed you how to fish, you can eat for a lifetime; but if you become creative with your rod, you can own the pond” -Unkno wn

“When my students complain of a bad day, You do whatever your pretty heart desires.”especially while at clinical, my question is ‘But did -Kristan’s Momyou kill anyone?’ Puts it into perspective.”-Chris Blevins “If you are gonna be ignorant then you gotta be tough.”“Failing to plan is planning to fail” -Benny Anthony-Unkno wn “Follow the postage principle: stick to it until you“Know thyself” get there.”-Thales of Miletus -Unkno wn“Sometimes we put walls up not to keep people “Either everybody is a hero, or nobody is. I voteout, but to see who cares enough to break them for everybody.” down” -John Updike-So crates “Bow ties are cool.”“We don’t plan to fail, but we fail to plan.” -Dr. Who-Benjamin Franklin “The best way to predict future is to create it.”“Tomorrow is never promised, so live for today. -Abraham LincolnLove and cherish the moment.”-Unkno wn “Whether you think you can, or you think you can’t – you’re right.”“To be loved as to love with all my soul.” -Henry Ford-St. Francis “Make me channel of your piece”“Do or do not, there is no try.” -St. Francis-Yoda “Get it up buttercup.”“What lies behind us and what lies before us are -Bill Vanecyckle tiny matters compared to what lies within us.”-Ralph Waldo Emerson “Learning sometimes occurs because someone insists that you recognize the excellence in“If you build it, they will come.” yourself.”-Field of Dreams -Rita Pierson“The truth will set you free” “The choices you make today create either-Jesus opportunities or obstacles tomorrow.” -Unkno wn“We are what we repeatedly do. Excellence, thenis not an act but a habit.” “Give yourself the best chance to succeed.”-Aristo tle -Jon Anderson“Unless someone like you cares a whole awful lot- “You can do it. World is a flat playing ground andnothing’s going to get better; it’s not.” all compete in the same field.”-Dr. Seuss -Unkno wn“Flexibility is the cornerstone of professionalism.” “Doing a lot more doesn’t mean you’re getting-Jean Thompson a lot done…don’t confuse movement with“Perception is all there is. There is no reality. There progress because you can run in place and not gois only perceived reality.” anywhere.”-Tom Peters -Denzel Washington“Nothing is impossible if you can just believe.” “If plan A fails remember you have 25 letters left.”-Dolly Parton -Unkno wn 12

Seashells You are probably wondering why you received a seashell. It is a gift to you to helpyou reflect on another gift you are about to receive - your students. Let’s take a few minutes to consider what the shell can tell us about them. Maybe your shell is fragile, delicate, and easily broken. So are your students. Handle them kindly and with care.Maybe your shell looks beautiful. Each student in your college has a special beauty. Discover it, and help others to notice and appreciate it. Maybe your shell is hard. Remember that the shell was a cover to protect a sea creature. Sometimes your students build a hard shell to protect themselves from harm. Open the hard outer shell to nurture a life within.Maybe you noticed that the shell was once very thin and seemed to build up one layer at a time. Your students are like that. Each one has a small core of knowledge and experience. Some will have many layers built around this core; others have only a few. Take your students as they are and add carefully to their growth.Maybe your shell looks plain and rather commonplace. Sometimes you may feel thatthere is nothing special about a student. Look again. You will see that each student is unique, just as each shell is unique. Help each student realize his or her importance and worth. The shell you have in your hand is unique. It was carried to shore by the ocean - just for you. What will you do with it now that it is yours? Each student in your class is unique too. Each one is in your hands now. What will you do with your students now that they are yours?13

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I struggle with the amount of content I have to cover in the class. To get through everything, I haveto go at a faster pace than the students want.It is difficult to deal with the impact that current events have on my students, and the class ingeneral. It make people very anxious, defensive, and uncomfortable. Since I teach Sociology, itis imperative that we talk about these topics, but lately it has been increasingly difficult.It is challenging to keep students engaged in the course, not just when they are in class with me,but also in between classes.Finding the right work/life balance can be challenging when you want to be available to yourstudents.I find it challenging to make meaningful connections with students Thewhen I only see them once a week.I struggle with being 100% present in my role as a faculty member,because I am wearing too many hats. TeachinGAs an expert in the field, it is difficultfor me to put myself in my students’shoes and rememberwhat it was like to be a CHallengesnovice again.It is frustrating whenstudents aren’taware of test days or assignment due dates, We Faceeven when I remind them in class.Students who either don’t understand, or don’twant to put in the work that is required to besuccessful in college.I struggle to teach in the small classrooms to which I am assigned; it’s hard to move around!It is challenging to keep up with all of the emails and meetings that we have as faculty.It can be difficult to address the myriad of student excuses I receive.Dealing with academic dishonesty is a challenge.It can be challenge dealing with students who are always late to class.15

Students with low self-esteem and very little confidence present challenges in the classroom.It is challenging to overcome the “high school” mindset in students, especially the dual creditstudents.It is challenging to engage and retain students who are habitually absent from class.It is difficult to get students to be present in your class when they have so many other competingpriorities at home and/or at work.It is difficult to determine where the line is when becoming involved with student personalissues.It is challenging to maintain academic rigor, while not destroying the confidence of those whoare not yet ready for it at that level.My class has no prerequisite, and because of TCC’s open enrollment, I struggle with students whoare not ready for my class.I struggle with the layout of some of my classrooms; they aren’t the most conducive to how I liketo teach.Students who act in an uncivil manner (bullying, harassment, racism) are difficult to address inclass.Since we have students in our classes with abilities that are vastly different, my overachieversget “bored” and become a distraction to the class.I find it challenging to keep students engaged, motivated, and accountable.Having students in my class who aren’t prepared for the educational and intellectual rigor ofhigher education is a challenge.As an embedded dual-credit instructor, it is challenging to enforce rules such as coming inlate and leaving early.It is challenging to find appropriate ways to create equitable experiences for students withdisabilities or medical conditions, including mental health conditions.It is a challenge to get students to understand that they don’t have to be perfect, and thatthrough mistakes you learn and grow. Some students get so discouraged when they don’treceive an ‘A’ on every assignment. 16

Our Great Books Teach Like Your Hair’s On Fire The Caring Teachers Guide to Discipline -Rafe Esquith -Marilyn E. Gootman Black Beauty and The Art Of War “I Love You Forever” “Unconditional Love -Anna Sewell & Sun Szu -Rupert Munsch The Purpose Driven Life Don’t Shoot the Dog -Rick Warren -Karen PryOr Teach Students How to Learn Hitchhiker’s Guide To The Galaxy -Saundra McGuire -Douglas Adams Practical Leadership in Community College This I Believe -Boggs & McPhaiL -Allison & Gediman Emotional Intelligence: The Leadership Challenge Why it Can Matter More Than IQ -Kouzes & Posner -Daniel Goleman The Diary of Anne Frank Quiet : The Power of Introverts in a -Anne Frank World That Can’t Stop Talking -Susan Cain The Blue Zone of Happiness -Dan Buettner Metaphors We Live By -Lakoff & johnson Math Doesn’t Suck: How to Survive Middle School Math Without Losing Your Mind or Teaching to Transgress Breaking a Nail -Bell Hooks -Danica McKellar17

We Can’t Talk About That At Work The Last Lecture-Winters -Randy PauschWe Can’t Talk About That At Work The Non-Designer’s Design Book-Bennstetter & Suiter -Robin WilliamsThe Power of Intention Teaching to Change Lives-Wane Dyer -Howard G. HendricksBasic Writings Teach Like Finland: 33 Simple Strategies for-ChuAng Tzu Joyful Classroom -Timothy D. WalkerPhilosophical Foundations of Education-Ozmon & Craver Experience & Education -John DeweyTeach Like a Champion 2.0-Leuov & Atkins Cigars, Whiskey, & Winning: Leadership from General Ulysses S. GrantThe Little Prince -Ulysses. S. Grant-Antoine de Saint-Exupéry Foundation & EmpireThe Energy Bus -Isaac Asimov-Jon Gordon The Kite RunnerMultiple Intelligences in the Classroom -Khaled Hosseini-THomas Armstrong The Power of Habit: Why We Do,Servant Leadership What We Do in Life and Business-Robert K. Greenleaf -Charles DuhiggDiscerning the Voice of God A Passion for Excellence-Priscilla Shirer -Tom PetersMicrothrills-Wendy Spero 18

Breakout Sessions Why did you choose this topic? Round 1 With everything happening with violence in schools across the country, students and faculty are concerned and worried about what to do. I saw a colleague drop a “concealed” firearm in a restroom stall. The setup in TREC with long glass walls – we’re basically “sitting ducks.” People walk by and you have no idea who they are.Not knowing who has their CHL and who’s good and who’s bad in a live shooter situation?Faculty get trained on how to deal with an active shooter, but do students get the same information?School shootings are very rare – only 10 students/year killed on average. But we’re over sensitized and thefear is worse than the reality.School (no matter the level) is no longer a completely safe environment. We need to be informed on how toprotect our students. Topic: Societal Impact of Current EventsWhat are some possible solutions?If a sensitive topic comes up and is relevant, talk about it, but follow up with positivity. There are goodthings going on in the world and we shouldn’t just focus on the negative.Create a comfortable and safe environment for conversation.Don’t be in denial, and instead be prepared for anything.Better educate TCC employees as well as students.Talk to your students about possible situations that might come up so they are ready if anything everyhappens.Encourage more open, civil discourse in class.What is one thing you will do as a result of this discussion?Download the Alertist app.Have a more positive attitude in class, in hopes that my positivity will spread to my students.Learn and memorize the room numbers of the classrooms in which I teach!I used to watch news as a learning tool, now I plan to ask students for more positive examples to relate tothe content.Engage students in service learning – charity work. When students are engaged in this type of positive,team-building activity together, it goes a long way in helping them feel comfortable talking about sensitivetopics around one another.19

Topic: Student Engagement In and Out of the ClassroomWhy did you choose this topic?It’s important to engage students and make them feel like they belong in your class, because many of them tellthemselves that they don’t belong.Student attention span and motivation can be a challenge in the classroom.Student engagement is so important to student success and I want to make sure I am doing all that I can do.What are some possible solutions?Walk students through problems, step by step. Make sure you have THEM do it, don’t just do it for them.Flip the classroom. Set the expectation that each student will be responsible for helping the instructor explainthe content to others.Put your PowerPoint slides online before class so students can review them.Use role playing and problem-based learning to simulate real-world applications of the content.Offer an incentive for students to visit the instructor outside of class.Have students assist in generating test and quiz questions. Encourage them to “stump the instructor” with thesequestions.Have students write a one minute summary of what they have learned at the end of class.What is one thing you will do as a result of this discussion?Use more gamification methods like Kahoot or Jeopardy.Use more engaging media-based technologies like Screencast-O-Matic, Google Forms/Docs, Explain Everything,Voicethread, and Notability.I like the idea of using student-generated test questions.End each class with a one minute survey activity.Flip my classroom to set a greater expectation of my students participating in class.Offer incentives, like candy and extra points, for engaging in the course content during class activities. Topic: Classroom Layout & Technology SupportWhy did you choose this topic?Many of our classrooms are crowded and uncomfortable. I see this as a real need at the college.A lot of the technology in the classrooms is outdated, inadequate, or doesn’t work.What are some possible solutions?Use hallway “sticky” spaces for small group work during class.Take your students outside of the classroom: go outside, the library, and use the writing lab.Use small white boards so that everyone has the opportunity to write/create on the white board if the one inthe classroom isn’t big enough (which most of them aren’t).What is one thing you will do as a result of this discussion?Stay adaptable and be flexible.Put the chairs in a circle for class discussion so eye contact is more accessible.Don’t let the challenge of space hold you back from teaching the way you want to teach. 20

Motivational Videos Mirrors Greet studentsFly SWATTERS Smiley Face individually at the door FOODSkits & Role Playing STICKERS (like cuties) The EGG DropSeating Charts High FIVES! Ice Breakers Story telling HUMOR! Animal trivia on Post-it Praise Students attendance sheet Notes We’re hilarious. when they get it rightPodcasts Physical Analogies & Metaphors Demonstrations Our Non-AstoundingTeaching DevicesColorful markers Small-group problem solving & activities Small individual &Stuffed animals to Riddles WHITE BOARDS call on students Puzzles for completing equationsMy bright smile! Pre-class Candy! Personal stories & real instructions world scenariosUsing historical Current events Games &perspectives, related to the topic prizes!includingtangible items like jerseys Learn everyone’s NAME Pictures on theGALLERY TRUE / FALSE Positive energy! First & LastWalk PADDLES day of class21

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Why did you choose this topic?I regularly have problems with student accountability andpreparedness in my class.High School students are not always highly motivated. I want Breakout Sessionsto help them increase their motivation. Round 2Dual Credit students often see external issues as the problem. Iwant to help them learn how to take responsibility and wantto learn how others do this for their students.Accountability matters in the workplace. I want to help thembuild this skill and keep them motivated – help them be self-motivated.My students are failing due to not turning in work. I want to learn strategies from others to overcome the excuses andenforce accountability.My students struggle with homework and often they feel like they have to struggle alone. I want them to feel comfortablecoming to me for help and support.Topic: Student Accountability & PreparednessWhat are some possible solutions?I give students one free “fail.” After that no extra credit is offered.I have students sign an agreement by stating “I will turn in my late work by…” so they are committed to the deadline.I accept late work for ½ credit with no excuses needed until the last day of the term.Ask for documentation on why they missed in class assignments. Put the responsibility on them to ask for make-ups.Put a zero in the Grade Center for now to show the impact of incomplete work.Give students a worksheet with two columns. In one column they calculate their grade if they do all the homeworkassignments. In the other column they calculate their grade with a zero for all the homework assignments. This helps givethem realize the importance of turning everything in.Work hard, but know that 5-10% will not keep up.If a student is willing to give me any documentation I let them take an alternate exam at the same time as the final.Interject humor to cut off excuses.Drop the lowest test grade to help students overcome a bad test grade.Put everything in your syllabus!Have students sign a contract (syllabus) so all of the deadlines and policies are mutually agreed upon.Since I teach in a lab, safety is very important. I have students read and take a test on a safety contract for the class. Thatcontract includes details about how to dress and what types of shoes to wear.Create Blackboard assignments to verify that students are reading the chapter.Take responsibility for student’s success and talk with them one on one.What is one thing you will do as a result of this discussion?Revise my syllabus.Use Blackboard more frequently to enforce reading the material.Give more in class work so I am there to assist as needed.Develop a contract for my students to sign at the beginning of the semester.Have my students calculate their grade with and without completing homework so they see the impact it can have on theiroverall grade.23

Topic: Engaging Difficult StudentsWhy did you choose this topic?Some of the students think that they know the material better than we do.I would like to get to the root of the problem and anticipate future issues.Students don’t see that there are consequences for how they choose to behave during a course.I had a student who bought a report and turned that in for his assignment.Students lack motivation, I’d love to discuss ways to overcome this.What are some possible solutions?Utilize the C.A.R.E.. Team more.Invite the department chair or another colleague to sit in on the class with you.Monitor students while they are testing (Math Lab).Promotehe use of Tutor 24/7.Realize that the way we teachers behaved and perceived the world when we were in school is not the same as our students today.Develop a “no student left behind” mentality.What is one thing you will do as a result of this discussion?Become more knowledgeable about the C.A.R.E. Team.Be more cognizant and aware of how powerful language can be when addressing difficult behavior.Practice better mediation techniques when I need to intervene in a difficult situation.Have students create action plans to help keep them on track.Topic: Supporting & Engaging Adjunct FacultyWhy did you choose this topic? (solutions, cont.)As a new department chair, I want to do all I can to support Create a Facebook page for adjunct faculty to network andour adjunct faculty. share ideas.I need guidance on what I can do to support our adjuncts. As adjuncts, seek out mentorship opportunities.I would like to know the best way to share my concerns in a Provide more comprehensive adjunct faculty onboarding,diplomatic way. including campus and department specific orientations.It’s easy to become lonely and isolated as an adjunct, and I’d Create a college-wide adjunct faculty mentoring program.like to become better connected with the college community. Revive the TCC Adjunct Faculty Association.Adjuncts are often excluded from the work of full-time Provide an adjunct CV workshop.faculty, and it is difficult to understand why at times.I would like to tap into existing resources so we don’t have to What is one thing you will do as areinvent the wheel. result of this discussion?What are some possible solutions? Stay positive and focus on the work. Become a mentor to other adjuncts.Invite adjunct faculty to department meetings with the full- As a full-time staff member, stay in contact with adjuncts totime faculty. help and support them.Offer more information to adjuncts, including information on Encourage networking with other adjuncts across the college.potential benefits.Create an Administrative Position solely for supporting 24adjunct faculty.

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Lessons from GeeseFact: As each bird flaps its wings, it creates an uplift for the bird following. By flying in a “V” forma-tion, the whole flock adds 71% greater flying range than if the bird flew alone.Lesson: People who share a common direction and sense of community can get where they are goingquicker and easier because they are traveling on the trust of one another.Fact: Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying tofly alone, and quickly gets back into formation to take advantage of the lifting power of the bird im-mediately in front.Lesson: If we have as much sense as a goose, we will stay in formation with those who are headedwhere we want to go (and be willing to accept their help as well as give ours to the others).Fact: When the lead goose gets tired, it rotates back into the formation and another goose flies atthe point position.Lesson: It pays to take turns doing the hard tasks and sharing leadership with people. As with geese,we are interdependent on each other.Fact: The geese in formation honk from behind to encourage those up front to keep up their speed.Lesson: We need to make sure our honking from behind is encouraging, and not something else.Fact: When a goose gets sick, wounded, or shot, two geese drop out of formation and follow it downto help protect it. They stay with it until it is able to fly again or dies, and then, they launch out ontheir own with another formation, or catch up with the flock.Lesson: Much like the geese, we must stay with each other in difficult times, as well as when we arestrong. 26

Why did you choose this topic? Breakout SessionsHaving taught in public school, I know that students can Round 3struggle with a myriad of personal issues that mayinterfere with their learning.I need to become more knowledgeable about what Ican and can’t do with regard to making accommodationsfor students.I would like to discuss the line between faculty andacademic advising.To learn what resources are available to students for assistance and support.To learn how to help and support a student who is clearly in distress.If a student isn’t doing well, what is the cause? I’d like to understand the why behind students not keepingup with the work.It’s hard to have empathy when students make excuses, but I know it is important. Topic: Student Personal IssuesWhat are some possible solutions?Faculty should be notified by students as soon as they register with SAR.Utilize the C.A.R.E. Team when you recognize you have students who could benefit from their assistance.Do my best to be compassionate and accessible.Let students know that I care.Hold students accountable, both in and out of class.27

Topic: Course PacingWhy did you choose this topic?It stresses me out when I’m not in the same place in each course.I enjoy the organic, naturally developing conversations that take place in class, but sometimes I feel like Ihave to stop them early so we can get to the next topic.The amount of content we are expected to cover is overwhelming!I’d like to know how to better balance the use of lecture and facilitated activities in the classroom, whilestill being able to cover all of the content.Look ahead to the “next course” – what do they need to know to make them successful in that course?What are some possible solutions?Combine chapters and focus on only the essential components.Keep an open mind and be flexible to different ways to cover the same material.List additional content resources in the syllabus.Use a calendar to organize class topics so students can see how everything fits together throughout thesemester.Use Blackboard to communicate and share topics covered in class to inform students who are absent.Focus on the main topics covered that build the foundation for the course.Review the district master syllabus to decide on the essential components to include in your course.What is one thing you will do as a result of this discussion?Revisit the district master syllabus to refresh the content I cover in my class.Be more proactive with my syllabus to clearly communicate course requirements and what will be coveredin the class.Use Blackboard to provide students with activities and topics covered in class.Send out more reminder emails.Make students aware of the topics covered in the course independently. 28

Our Commitments After our experience at the Great Teaching Retreat, we commit to doing the following...Apply the teaching strategies that I learned this weekend throughout the semester.Mentor the many talented adjunct faculty who teach on my campus.Continue to learn and grow!Care for each student. Each is a precious and unique individual.Remain hopeful and optimistic for the future.Reach out to the rest of the retreat participants for guidance, ideas, and networking.Continue to care deeply about my students, and treat them with respect.Give students an informational sheet at the beginning of semester to help them figure out how tocalculate their grade throughout the course.Use the syllabus as a contract with my students.Keep in touch with others from the retreat.Remember that I am part of a team of dedicated educators. Ask for help when I need it!Help my students score “touchdowns,” and commit to using all the new tools I’ve added to mytoolbox this weekend.29

Keep learning and sharing. 30Use all of the ideas and teaching strategies from this retreat.Use each other as a resource! So much knowledge to draw from my colleagues.Offer support and guidance to adjunct faculty.Use more student engagement techniques.Love work and love life.Use alternative ways to collect student feedback (kahoot, paddles, etc.).Continue to collect new ideas for enhancing my instruction.“Never stop learning, never stop teaching.”Keep sharing what works best for me in the classroom.Reach out to others to gain new ideas and perspectives on teaching.Strive to be the best teacher I can be!Strive to be a deep listener. Practice better listening skillsPlace a priority on having fun in the classroom. Not just the students, me as well.Stay curious and keep learning!Dedicate more time to supporting adjuncts.Keep the connections made this weekend!Always remember that students are first!Use more technology in the classroom.

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Celebrating 34 603 Yearsof combined teaching experience! Wow!