speaker 0:   0:00
re teach a place where professors know the student equity gap can be closed and I willing to put in the work to figure it out. We are dedicated to our teaching, and our students were passionate about improving our classrooms and our communities. We can make a difference. We will make a difference. I am your host, Bruce Hoskins, and my mind and heart are ready to learn. So what's up? Everyone? So hey, I already gave you a model for day number one in my classroom. And so I'm following that up with a second day of class in my introduction to sociology class. Right, Because I do things. I think different things in my staff's class in my research methods class. But this is definitely a design for introduction to sociology, right? So my first day of class, I'm just telling you, trying to bring that heat trying to bring that passion to the space I'm trying less through. There's no ah, you know about me and all this stuff and, like how the flow of the class is going to go on date. Number two. I focus on building community and then connecting them to student service is that's That's my thing that I'm trying to do on day number two. Now, look, if you listen todo you know day number one, I don't cover any content there. And on second day, I don't cover any content on day number two either. And, um and this is by design because first and foremost, I know that things are hectic for students and for myself in regards to a weak number one. And so I'm trying to minimize right the amount of stress that I'm putting on them and also myself. So I was like, Look, I would be real about it, like, Look, it's easier for me to have compassion on my students when also know that this is gonna bet that this behavior is gonna benefit myself also, right? And remember, by the way, it's like, Look, I can I can afford to do this because I don't have a content like my my stop. My in classroom style is a design is not driven by is not a content heavy driven class, right? And so I mentioned that in previous episodes. So, um, you know, I just want people to be aware that as I'm going on. But But here, in regards to like, the design of the class, I really want to say that Ah, big part of the design of the class of really why don't do Ah whole bunch of teaching content, if you would on week number one is that I found out like we did research and, you know, program review on our campus, which I'm sure of the campuses do and what we found out, right? I'm sure this is different on other campuses. But here, Americo sta introduction to sociology is like the second or third most likely class that a first time student is going to take on our campus. Right s. So then that means a lot to me. That means a lot to me. That means a lot about how I should be thinking about my students and design in the class and whatnot it. So there's a lot of first time students that I need to be much more purposeful and regards to what I connect them to and how I build community because they don't know how things work at a community college. So that's why I focus in on what I do on the second day of class, so Well, the first thing that I do on day number two is I hand out the multiple choice as their homework, and I I say this is like if you want more about this, listen to the episode of regards to, you know, multiple choice questions and whatnot. But why use the multiple choice for the textbook that I wrote and everything? I used that as homework. I give it to them his homework. And so and then I gave him a week to do it. And then when they bring it back when they handed in, that's when I talk about, you know, chapter number one. And so on day number two, I'm handing out chapter number one it regards to the multiple choice. And so the next week, I'm going to talk about chapter number one. I'm gonna start there, right, But the thing that I really try to make sure that I do in the spaces I do an icebreaker I do an icebreaker were there in where I get them moving around and I get them talking to each other and just a really quick thing that I have them do it, and it works. Really well, is very simple. And it works really well to get them, get people talking, because once people start talking, one state get all over all that nervous, jittery energy and whatnot. You know, they just start talking to each other. And, you know, amazing things happen when students just talk to each other just because they're talking to each other, it's It's an amazing space, right? Mine is really simple. But like I said, very effective. And that what I do is I have students. Ah, think of an adjective that starts with the first letter of their first name. Right? And so So what I mean by that right is like, So my name is Bruce, right? And so I'm like, Okay, so adjectives that start, uh, you know, would be is like, you know, Big Bruce, you can go with Bossy Bruce. You can go with belligerent Bruce. I actually I like that one. That's very descriptive. And me, um oh, bratty Braddy. Bruce wasn't the one who was one of what one I thought of this year. A Zo Braddy bruise and what it's like. So whatever it is right is like and all of this is just buying students time to think of their own adjective right now. And so then I give them an example of what it is I want them to do. And so what I do is I tell them it's like So this is what I want you to do now. So once you get your adjective, this is what I want you to do. I want you to get up, and I want you to introduce yourself to as many people in this room in this classroom using that adjective before your name, right and so on. And then I give him an example. And so I have a student who's ready to to say they're adjective in front of the name. And I'm like, Hello, my name is Brad E. Bruce and then they say, Hello. My name is awesome. Adrian, you know, I'm saying right and so it's like it's something like that and they get it. And then I say, Ready, break and then, you know, because I'm a football dude. But anyway, eso I ready break and then I get them to start moving around in class Now I'm going to tell you there's some classes that jump up immediately and they start walking around class and they start introducing themselves. But don't be surprised that there's a lot of people who are still sitting down after you said Hey, you want to get up and introduce yourself to as many people as possible? Because it is, it's a thing where I just like it. So they're starting to talk to the people right next to alone. And then look, if they're slow to get up, I will actually say is that you all need to get up. You need to get up and you need to introduce yourself to as many people as possible in the room that's gonna require you to get up and so get up. And so after that, then they get up and there's no problem. I mean, what night is So it works out really well, I'm telling you, and then I just debrief it. After that, I give him a few minutes, toe mosey around and everything, and it actually listened for right the conversational noise to come down and whatnot, and that normally means that they're done talking or done introducing or whatever. But the good thing that really happens in this base is that although that kind of energy in the beginning dies down, but a lot of times they continue to talk to each other afterwards. And so I really like that. It's like I said, It's a very fast, easy thing to do. That really is effective in getting them to look at each other's face, giving him a shot at knowing each other's name and, you know, and doing something goofy together that's gonna pull them a little bit closer together. Now there's a ton of different, you know, ice breakers and stuff like that. Some of y'all might want to do something more academic and everything. But in other spaces, I've I've said this and so, but it bears repeating here that for me, when I'm doing a classroom when I'm building community, I want the whole class to feel like a community. I don't want to separate out into small groups. I don't do small group work. I've I understand, and I value when people do small groups as a teaching technique and everything. But I don't do any of that because I want the whole classroom to feel like a community all at once, and that's something that's really important to me. And so this this icebreaker fits that concept, right? Is that I'm going for this bigger sense of community. And so I get them to interact with each other in this bigger sense. That's something that's really important, right? Whatever icebreaker it is that you do make sure that it lead that it fits and that it flows. What? What it is that you're trying to accomplish in your classroom, right? Don't just do some random ice break or use something that is purposeful into space to get you the kind of results that you want s So then, the next thing that I do is that I hand him this this worksheet that I have where you know, they haven't they fill in the blanks and stuff like that that has all these different students. Service is on it right now. Here's the deal. I actually had them get up and walk around campus with me and I take them to the student service is, rather than bringing all these students, service's into my class. And now I'm gonna tell you right now, there's some folks. I I get it that your campus does. They may do a really good job of doing, like, a first semester orientation for students and what not, But let me assure you of this, even if you're doing this twice right is like your campus is doing a really good job of having orientation. Our campus is now doing a better job of doing student orientations. We call it Spartan Start and everything, and, you know, they're even walking people around campus and stuff. And so this is a good thing on. I appreciate that. But this is what I know. And this is what you know. You know that first time first entering students, that they got a lot of stuff on the mind already and so that all that stuff that you're trying to give them, if it's important, it needs to be reinforced, right? So just giving it two of them once is not gonna be enough. So therefore, I don't have any problem with doing something that they might have actually done already. I just want to make sure that they understand, right? This stuff is really important. It really is important. It is. And it's important enough for me to not only take time out of class to do it, but actually walk you to the specific service. Is that happening into space? Right. And so you can create your own right. You're your own student Service's worksheet. The things that I have on it, I take him over to D S. P s right Disabled student service is disable student programs, and service is and and then I actually on the worksheet. I have, like, name three service is that you can get from this space. And look, I'm gonna tell you I'm the crazy professor that walks in his classroom around campus. Now it's like, I'm just that dude, right? And so now what happens that when I walk over to D s for what? I walked the students over the D S. P. S. I actually asked someone who's working in the area to actually give them, you know, give the students like a one minute spill about D. S. P s right. And it is actually amazing. The students, they really they really appreciate that and, um, and whatnot it. So it's a really good start to do that. Um, look, I'm nice to people, um, and and whatnot it. So, people, they just they really like that. I'm doing this. But at the same time, it's like, Look, I'm gonna tell you this straight up is that if every class decided do this, this would be completely unsustainable or you know, what is not That is unsustainable. It would just take a lot Mork coordinating to do something like this, right, Because you couldn't go and visit all the same places at once and all of this stuff, but so there's a way to do this in the bigger, broader sense. But this is me doing my thing, right? And so, like I said, I asked people to come out and talk about the program a little bit. And people do they actually love talking to the to the programs or Excuse me? They love talking to my classes. They love talking about the programs. That's why they work in the area, right? And so then then I take him over to E. O P. S right. Extended opportunities. Programs of service is, you know, list three service is that you can get out of this base, right? And so a lot of students, they don't even realize that they may even qualify for these service is right, And so that's what I'm talking to them about also is like, you know, this is for, you know, first generation and low social economic status. Folks. Students might not even know that those service's exists. And so that's another reason why I'm taking them to the space is right, and then I take him over to the scholarship office. Now here's the deal at my school. These are all, like, really close together. So you know, I'm not doing some big, huge journey and stuff like that. This is actually relatively close together, and so the scholarships, offices over there and again. I can get someone to talk from that space, and they talk about how there's always, ah, money left on the table in regards to students not getting all this scholarship money that's out there and everything. And for that one, I asked him to visit the website, so this one is not one that I just fill in for them. Ah, the other ones, you know they can get filled in but this one is. You have to go to the website and then pick three scholarships that you qualify for that right that you would think about applying to. And clearly this is an important thing, right to get students to be connected not only to the student service is but get connected to that money, right? And to think, you know, it's like try to access those resource is of what? Not So that's what what's happening in that space. And then I walk him over the student. Excuse me to service learning. I walk him over the service learning because for my class, they have an option. They have a service learning option. They can opt out of the final and the four reading responses in the class by doing a service, learning by doing 15 hours of service, learning and then reflecting doing reflection paper on that. And so I do that and walked up over there so they get to know the people. They know the place and on all of that. And I'm really hoping that this year I think I give the I G. I think I give enough incentives toe where there will be more students that are going to engage in that because, look, you know, let's just be honest. I don't know. There's a whole bunch of students that ever said that taking the final changed their life. But I've heard on numerous occasions how service learning has changed. Students lives and change students direct trajectories in their life, right? And so that that's something that's really important to me. And then I walk over to the Social Justice and Equity Center. Now that's what we got. I don't know what y'all got, but I know that this is an important stop and that there's a lot of events that happened in this base. There's some really cool people, and again they have some really cool service is in that space on what not is so, you know, walking them into that space on letting them knows, like look, we got stuff that focuses on social justice and on student equity, and we got we have a space, not a space that small. I go lie. Our space is really small. Oh, but you know is I'm hoping that introducing enough students to the space and getting them to use the space. Well, actually force our college to expand the boundaries or find a bigger space for the Social Justice and Equity center. Right. And then close by is the student government space. I talk about that, Believe it or not, I actually used to be, um, student body president, Student trustee. They didn't have it split back. Back in my day. They didn't have it split up off. The same person did both student trustee and student body president. And so I was student trustee and student body president for two years while I was at Mira Costa myself. And so, you know, I tell the students that I tell them to get involved in some of the best things that ever happened to me happened when I got involved in, uh in student government. But all of that started when I joined the club S O. B. And I'm mentioning that because another stop that I have is a club room. We actually have a club room, and in that club room, there's designated spaces for B s. You for meta and for G s. A. Which is gay straight lines. And so but everyone's anyone's allowed to use that space is just There's designated space for those three clubs in that space. So before I was student body president, I was I was the b s, you president. What? We didn't call it B s you at the time. That was the time when everybody like changing their B s use in the African American student unions. But then we went back to be toe black Student Union. Be that as it may, what is love? That's a lot of history right there in that statement. But when we're talking about clubs, I tell him, Look what I was here. I was here for four years as a student and that in year number one, I really didn't do a whole bunch of anything like I wasn't connected to any clubs or anyone. It would not, but a year or two, that's when the Rodney King verdict happened, and and the ensuing rebellion happened after that, as so when that happened, that's when I became activated and got involved in student activities and things like that. And so that very that very next year, I became, you know, African American student union president um and then you know you know, for the next two years. After that, I was student body president, student trustee. And so I like telling students just like, look, getting connected means something right and and, you know, getting connected the student government that created actual job opportunities for me later on. I mean, what, not that Not that that's the goal. But yet at the same time, you know, like some people, they need to know that they're staying, that these things have, you know, a purpose to it, right? It's Igor that they'll, you know, benefit you in some way or whatever. But for me, it was all about growth. And that's what I really valued in the space. And it really helped me grow as a person, right? And so then the next stop did I take them on is the cohort programs that we have here meaning like Montana, who focuses on Pacific Islanders on our campus. We have, um, Ojha and that focuses on black students. Plant Day is for, you know, Mexican, Mexican, American or Latin ex students are implanted, and Raffi is for off. You know, Children who are foster, you know, foster youth or wards of the state on what? Not those of the folks and raffia. So we have all those folks in in, Ah, General like the same general area, and I take them in there. I asked him to write down the counselor's names and stuff like the The counselors for the space is just in case, right? Just in case they might want to join or be part of that metal and whatnot. Eso you know, the backup just real quick for the club room when I take them there. The prompted I give them is name three clubs that you would be interested in joining. And at our campus we have, like, 40 clubs and whatnot and so, you know, just really value trying to get students connected to each other, right, because that's what's going to help them stay. And so, like I said, So next is the cohort programs, and then the next stop on the trip is the tutoring center, right? And for us, our tutoring center are writing center are our stem center. Those are all in the same space on the one night. So I take him into that space and, you know, just get them exposed as to what's going on there. Let him know that, you know, to Doreen is for free. You know this while it's included in your you know, your tuition and everything and and what not And just getting them connected to, you know, to to that space and everything is really you know, it's really clearly is really important to get them connected to tutoring. And then the last stop on my trip is actually my office. And that might be really weird to folks. I mean, what now? But, you know, I stopped him out my hours, I stop him at my office because I want them toe actually see where it's at because most people it's actually kind of hard to find s so that there is actually something very functional about it. But the other thing is, that is like folk. This is where I'm at, and then I tell him about the times that I'm there to help students right, which I know most of us would actually say used the phrase office hours. I actually like trying to not use the word office hours. I don't necessarily like the word student hours because that's Still, for whatever reason, students they really don't quite understand what office hours air for when, When? If you would, I'm guarantee you and I'm actually gonna probably do this. Just like figure this out is like what the students think of when they think of office hours. Like, what do they think? It's four, and from my understanding and me interacting with students that the vast majority of students think that office hours are times when the professor is going to be in their office doing work and not understanding that it's actually a time when a professor in their office waiting for students to come in order to because the students talking to the students is the work that they're supposed to be doing in that space. And so anyway, So I try to, you know, I'm trying to give a different like, you know, the name and title for, you know, that replaces office hours. And so right now I have time. Where are the times that I'm there to help students or something like that? And I know it's like, ah, lot of words and everything about, but I really think it is worth doing something like that, right? So, lastly, I want to actually share with you like something that I did a little bit different in this second day because, you know, it was like we were missing a day from week one because we started on em. Okay, Right, Weak. And so I allowed myself to do something a little bit different. And what I did is I decided to read a poem Thio Students. But I was actually fighting against that. I really was fighting against it, cause I'm like, man, this is a whole bunch of, you know, stuff that I'm trying to do and walking around campus always takes a long time. And so if I do this poem, though, it's gonna take a lot of time. However, I felt compelled to do this poem because it's a poem about my mom passing away and, um and how for a long time after my mom passed away, My mom passed away about six years ago are so now. And, um and I'm a spoken word poet. When she passed away, I hadn't wrote for a long time. And this poem was when I started writing again. And so the poem it starts out with. Oh, I haven't been able to write in a long time. I blame it on my mother. She took my pen to heaven because she needed it to write down everything that she couldn't say to me on Earth because you didn't know the words in English, right? And then it continues from there and there's this line in there like my heart was really being pulled into space and I didn't quite understand why. And the final tipping point for me was that it was my mom's birthday. And so the day I did this poem, it was my mom's birthday. And so that was my tipping point because I wasn't going to do it and everything. But then I saw it was my mom's birthday, and I'm like, You know what I'm gonna do? I'm gonna do this poem. I'm analyze it and do the sociological thing with that, but I want to, you know, I want to honor my mom, and I want to let my students know that I'm human and that human things happen to me also, right? And so then the cool part of this is that there's this line in there. My mama's Japanese. I think I said that on another episode. But my mom is Japanese and I don't know how to speak Japanese. And but there was this thing that she would always say. She would always say back it out in a McDuck Amo. And I've said this on numerous occasions to Japanese people, young Japanese people and a lot of people. They just didn't know they did. These Japanese folks, they didn't know what that meant. Now they knew what baka man baka means. Stupid, right? So should my mama's. Basically, she's cussing me out right or not cussing me out. But she's just saying stupid, right, you being stupid. But that's how I always interpreted. But I'm like, Look, Baca mean, stupid. So what is the tiny neighbor ducking Moe? What does that mean? And so for the five years that I've had this poem like no joke for the five years that I had this poem, Japanese folks, they could not interpret that for me. They couldn't figured they they didn't tell me what that the translation of that waas. But today the order on that day, this time, when I read it There was a young Japanese woman who was in the crowd as she was able to finish off the translation, which, you know, I kind of understood what it meant. But for her to be specific about it, she was like, Toddy means like idiot. And then, uh, the name of Giacomo, like that part, the ending part of that. That's kind of like, what were you thinking or like, you know, like, just kind of like an expression afterwards of light. What are you thinking? What are you doing right? Esos like, basically is stupid. Idiot. What are you doing? What's that? Right? And that is exactly what my mom was intending when she was saying that statement. And so that's why it meant a lot to me. Ah, it meant a lot to me that this person was there on the day that I didn't even want to read this poem. And in Iraq with a class in this way that she was there to translate something that I had been waiting for. A translation for however many years. And I was just really cool to me, and it really made me think of the fact that I almost didn't share this part with you just because I normally don't read a poem on day number two class and stuff like that because it takes up so much time and and then, you know, when I have 1/3 day, that's where I normally read a poem. We do a lot of analysts, you know, analysis and out space. But I wanted to encourage people that even if you have this kind of set way of doing things thio toe, allow yourself to continue to try different things. And in this particular case, you know, follow your heart. My heart was definitely leading me to do this. And I did it, even though, you know, I could have I could have definitely had done without doing that. And it would have been justice fi ing right. But I decided to follow my heart. And if you follow your heart at times, you might be surprised where it might lead you. Anyways, that's all I got for this episode. I hope you learned something. Piece. Thank you for listening to this episode of re teach. If you want to learn more about me or my open source introduction to sociology textbook. Please go to Bruce Hoskins dot com in closing. I want to leave us all with the question. If you learn something today that you think would help closure student equity gaps, how long would it take to incorporate this into your classroom? A year, A semester? Next month. Today, no matter the time table, we must commit ourselves to becoming better. Teachers are students deserve it. All of them, not just the ones that are good already.