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ERIC Number: ED312724
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 12
Abstractor: N/A
Reference Count: N/A
Implementing Feminist Pedagogy in the Public Speaking Course.
Gayle, Barbara Mae
By using exercises to increase classroom community and journal assignments rather than tests, teachers can help empower students in the public speaking classroom. To create a sense of community in public speaking classrooms and to increase opportunities for dialogue on a personal level, an ungraded speaking assignment is used that begins the first day of class. Journal assignments are an excellent way to bridge a student's past experiences or private deliberations with their classroom presentations. Informal writing in the journal is assigned to help students internalize and experience reading and lecture materials. Small group meetings begin as informal sharing about individual class presentations and continue throughout the semester to build foundations for a more refined evaluation process. The most problematic aspect of implementing feminist pedagogy--or connected learning techniques--in the classroom has been the dogmatic method of evaluation which is teacher-as-authoritarian centered. A multi-faceted evaluation system helps empower students and helps them to recognize their academic voices, while also establishing the teacher-as-facilitator. (One appendix with sample journal entries is attached.) (MG)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A