18 I Used to Be an Expert

A retired colleague visited my office today, completely unexpectedly, to chat with me in my role as Communication Expert.

He reminded me of my years of being called on for peer teams or just in an advising capacity when teachers were perceived by their department chairs as having communication issues in the classroom.  I would ask the chairs about why the particular individual needed a communication expert.  Was it a problem turning up on written evaluations?  In complaints made to the chair by students?  By fellow faculty?  Then I'd observe the classes, have a few chats with the person, and write up my report.

At least once I helped a person I probably should not have. This is one of my regrets.  I was on the  peer team of a teacher whose low skills were matched only by a dislike of students who didn't view the world through the prescribed lens.  I remember (and my still extant peer team report confirms) classes in which students were ignored, talked over, and had their work verbally belittled.  There were also lectures that were disorganized, had incorrect data, and included personal stories that wandered far afield of the stated objective of the lecture.  I wish I'd had the energy or personality to just say, "This is an incompetent teacher."  But I respected the chair of the department who told the peer team that  that our job was to help this person keep the job.  Thus I did my best to couch my write-up on this teacher with language that emphasized the possibility of growth.  I wrote about the positive behaviors I saw as well as the problems.   I treated the problems as solvable and provided options for change.  Sadly, in part because of what I wrote (according to one of my institutional source) the person kept the job.  I heard stories through the grapevine about unfixed problems continuing, including using some of those student-belittling behaviors on colleagues.  Happily, this individual is now no longer at the college. 

Interaction patterns in a small group

In my role as communication expert I was even called upon once to give feedback on another department's communication problems.  I remember sitting in on meetings, diagramming who spoke to whom and paying attention to the way body language encouraged the department's well-known negative communication climate. I did what I would have done as a consultant, providing my observations, feedback, and recommendations.

It was Time itself, however, which both heals all wounds and wounds all heels, that bettered that department, I believe.

LY #77: 1988 "Kake Gets Evaluated"

COCC Bookstore 1991 in Grandview

From the October 22, 1988 Bendnotes 3

______________

      Darla ___, doctorate in psych from Berkeley, ex-radical . . . with . . . a habit of touching you when she's speaking to you, attended my 1 o'clock Fundamentals class on 9/30, and my 12:30 t th Fundamentals class on 10/13.  After the Thursday class, we met down the hill at a coffee shop called the West Side Bakery.  

      When she attended my class, I introduced her and told them who she was, saying, "Now you get to see a real live tense public speaking evaluation."  I am very up front with my students about my position in the Biz -- if asked, I tell them my contract says "probationary".  I had told my T Th class that Darla would be there -- and boy, did they perform well.  On that day I was introducing the Public Speaking in Oregon project (my own idea ....) But the evaluations.  I had them write out on a piece of paper the finish of these two sentences:  "The in class evaluations were most useful when . . ."  "The in-class evaluations were not useful when . . . "*  Oh my, but they responded wonderfully!  they talked about how the evaluations were best when they were honest and included both good and bad, and not just good.  After each comment, I paraphrased.  Ah.  What a lovely class.  Lots of dialogue, lots of concern for the students.  They seemed comfortable with me.

      During our talk, the biggest advice Darla gave me was to sit down when I lectured -- that when I stood I talked too fast.  And that I should also relax, because when I am nervous I look awfully severe.

      When I shared this story with my class, I saw Rob, a large blond fellow smiling wikedly.  "Yes Rob?" I said.  "Nothing," he replied.  "Just a short joke."  "Yes?"  "I thought you were standing up!"

      That's how my students treat me.  They tease me.  

      So.  Darla seems to think I'm Okay.

 ________________________

* By "in-class" evaluations I was talking about the oral feedback I used to have students give each other right after a round of speeches was finished.  I now have all feedback given in written form for three reasons:  1) a new speaker's quite literal inability to actually hear and process feedback given right after a performance 2)  the face-threatening nature of any honest critical practice and my need to keep the speech class a "safe" place 3) student reluctance to criticize other students.