Led by Pauline Carpenter Schedule TBD. Usually M/W 9:30-11 and 3-4:30 T/Th 9:30-11
This seminar is designed to help international graduate students develop the oral communication skills necessary to be successful in their graduate programs, with a particular emphasis on skills necessary for teaching in the Harvard classroom. Students will work on improving their oral English comprehensibility and accuracy, learn and practice general pedagogical strategies for teaching interactively, improve their impromptu speaking skills, and build their ability to interact
Led by Adam Beaver Schedule: Mondays, 2:00-4:00pm, September 11- October 30
Are you on or near the job market? Enthused or concerned about the prospect of assembling a teaching portfolio, writing a syllabus, or giving a teaching demonstration? Wondering what, exactly, a “teaching philosophy” is, and how you get one? While Harvard hopefully has given you opportunities to practice and receive feedback on your teaching, it is often the case that your career as a TF is shaped by forces beyond your control: that is to say, that you’ve taught in courses, in modalities, and
Led by Jen Doody Schedule: Tuesdays, 10:00 am- 12:00 pm, September 12- October 17
As graduate students and scholars, we are constantly being asked to verbally represent ourselves and our ideas -- in classrooms, conferences, interviews, and a range of personal and professional relationships. The seminar is designed to help you become aware of your habits of communication – both good and bad – and to provide you with concrete strategies to improve your public speaking skills in a variety of contexts. In this seminar, you will develop a new talk each week; learn the
Schedule: Wednesdays, 3:30-5:30 pm, September 13- October 18
How do you influence and motivate people? How can you use persuasion effectively in a classroom environment or during an academic conference? This seminar draws on themes from Influence: The Psychology of Persuasion by Robert Cialdini, with the goal of developing your communication skills. In each session we will focus on different persuasion strategies from the reading and put those skills into practice. This is a project-based class; participants have
Led by Jen Doody Schedule: Thursdays, 10:00 am-12:00 pm, September 14- October 19
From being deemed "shrill" to "bossy," women regularly encounter challenges in public speaking that male speakers do not. This seminar will help you understand your current habits of communication—both and good and bad—and will provide specific strategies to help you discover your own unique speaking voice. You will develop a new presentation each week while learning techniques to calm the body, stand your ground, and expand your own vocal spectrum. By presenting to the class each week,
Led by Pamela Pollock Schedule: Tuesdays, 1:30-3:30 pm, September 19-October 31
This seminar is designed to help non-native speakers of English become aware of their habits of communication, both good and bad. Public speaking is stressful for everyone, and the norms associated with it can be quite culturally based. In this class we will address these issues with a specific lenses for international teachers and scholars. You will learn concrete strategies to improve your pronunciation and public speaking skills in a variety of contexts,
Led by Sarah Jessop Schedule: Thursdays, 2:00-4:00 pm, September 21- October 26
So much from the theater –its process, methods, and training-- can be informative to our practice as teachers in the classroom. A performer works to develop his/her voice and physical presence and these same practices can help enliven a teacher’s sense of presence in the classroom. Directors and designers are trained to see physical space, visuals, movement, and interactive elements all as part of a palette for designing an audience’s experience. Adopting a similar sense of
Schedule: Friday, September 29 from 12-4, October 13 12-2pm, October 27 12-2pm, November 10 12-2pm and December 1 12-2pm
How do oppressive structures outside of the classroom play out in section discussions? How do questions of race, gender, class, sexuality, and ability impact classroom dynamics? This Bok seminar, which was created in response to demand for an extended treatment of these questions, is geared toward TFs and others who lead discussion sessions with students. We will work to refine our awareness of
