Classroom Observation

Class Title: Creative Non-Fiction
Class Instructor: Maria Hummel
Location: Stanford University
Date Observed: March 8,2010
What is the size of the class? 16 class total

What is the make up of the class? undergraduates, all majors, 1:15 B/G ratio
How is the class physically arranged? A small room with windows (at eye level) in 2 of the 4 walls. Students sat around a large rectangular conference table. A chalkboard was at one end of the classroom.

What is the social atmosphere of the class? Everyone seemed friendly and well acquainted. However many of the students only met one another at the beginning of this class. Out of the sixteen only 2 are creative writing majors. The students were anxious to begin class when the teacher entered the classroom. They were excited to discuss plans for the upcoming final class (Stanford U. is on a quarter system).

What time did the class start? 1:15-3:05 The teacher dismissed the class fifteen minutes early.
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What were the activities of the class? The class discussed business (entry into the CW class lottery and the class list for the next quarter), critiqued three 15 page pieces, and made plans for the final class (CUPCAKE PARTY!!!!! How awesome, is that?)

Were goals stated for the activities? The teacher stressed that the class was not specifically focused on memoir writing but pieces should still attempt to incorporate would could be considered literary emotion into the journalism/ non-fiction essays.

How were the activities conducted? Each piece was discussed individually and began with the student reading an excerpt chosen by the glass. The teacher only spoke to diffuse a negative comment or introduce another example/topic of interest into the workshop. Each piece was critiqued for 20-30 minutes.

Was text used? No text.

Lecturing? Discussion? Exercises? In-class writing? None, other than the expected discussion for workshop.

How many students participated? 3 pieces. All of the students joined in the conversation. If a student had spoken less than their peers the teacher would ask that student to begin the discussion about the next piece.

Described interactions among peers and with professor? The students and professor had a positive rapport and maintained a strong student/teacher relationship.
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What was the atmosphere of the class? The atmosphere was very healthy and encouraging. The majority of the feedback was positive and all of it was constructive.
Were the students involved? Yes, the students were involved and contributed with selfless comments that were well-thought and designed to help the writer being workshopped.
Did the substance of the class have impact? Yes, all of the pieces were well-written about subjects that are locally impacting. The students brought insight from several disciplines including marine biology, computer engineering, journalism, and sociology.
How did the professor engage the students? How did the students engage each other?
The professor treated the students as mature adults who are all capable of success.
Your general impression of the effectiveness of the class? The class was effective and well-organized. Obviously a writing class will make a positive impact on all of their studies.
Did you talk to the professor and what did you learn? I talked to the professor for only a moment and learned more from observing the class than from our discussion. When I complemented the students maturity she replied "well, these are Stanford kids, what do you expect?"