Charms Class Discussion

Things aren't working out, and I'd like to know why.

Be honest, be blunt and tell me why you think the charms classes aren't working. Suggestions are always welcome, and I'm more than happy to try and change the way Jess teaches to make the classes more active and of course, more interesting.

And I know the obvious one is that I haven't replied in a while, but that's because I could tell that it wasn't going too well, both activity wise and interest wise.

So yes, talk away, please respond here - there's nothing worse than just leaving it up in the air - nothing gets done if that happens.

Jess.

My major problem with the first lesson you posted is that the format is so dreadfully standard. Introduce a spell briefly, tell students to pair up, then let them do spells. And you chose a really simple spell that everyone in the class could claim to have already mastered. Why not make up a spell? Or create an obstacle course that they have to make it through using a more common spell? Or turn off all the lights in the classroom before anyone arrives and then see what spells they use to illuminate the room, what spells they use to address whatever was lurking in the dark, etc.? I just think these would provide more fodder for creative writing than the standard method of spell definition and practice, even if that is the way much of the book courses were written.

Haha. I didn't realise you were still in the charms class group Amelia, I purged all the others and not my own. How silly of me.

But yes, I thought that may be the case as well. I just had writers block at the time. I suppose a slight lack of activity and interest, as is shown by the responses to this topic here (Not one of my actual students has replied here) probably played a little part. It is demoralising as a teacher not to have anyone be interested in your class, isn't it.

I suppose I'm also a little out of my depth here, teaching styles have changed since I was last a professor, the more thought that now goes into replies probably makes the spontaneity of them disappear.

Thing I just don't like about obstacle courses is that once students have done them, they're done, and there's no middle ground after that, they'd just be standing around for the better part of the rest of the topic. Still, I may do that next lesson.

I'm one of your students. I've been watching this topic, just not replying because I only just posted in response to the lesson as a late comer. I'm still not too sure how the systems work but I am active on here when people respond, it's just because of the lack of other people that I don't post so much

I know you are : D

And I'm sorry for that, as I said I could tell that the class just wasn't working and activity was mirroring that thought, but I've had a plan for the next lesson, so that'll start soon - and it wont require too much group activity so it'll only rely on what you do and not others.

Next question. Would be be beneficial, my dear pet students, to combine the classes into one big one instead of two smaller ones? I wont start teaching Wingaridum leviosa to NEWT students, don't worry about that, but just for activity's sake, would that be better do you think?

I think two seperate classes is the better idea but with the little amount of activity the best way forward is probably to combine classes. I'll pay attention and post when the next class starts because I'm ready to rp whenever needed.