Teaching Observation of Kevin Cassell

Survey in Later American Literature

Professor Elizabeth Archuleta

Department of English

University of New Mexico

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February 29, 2006

On Monday, January 30, 2006, I visited Kevin Cassell’s English 297 class. I was impressed by Kevin’s rapport with the class, which was immediately evident when he took roll, joking around with the students. He started class by reviewing the conventions of literature that students would be turning to as they worked in groups later that night. Kevin was aware of his audience, and for the benefit of non-majors, he discussed and defined terms used in literature—narrative, climax, theme, point of view. Before defining these terms on this own, however, he first asked students to define them for him, and then elaborated on the definitions they provided. This method allowed for student involvement, and it also rewarded them by allowing them to share their knowledge with their classmates. It also created an environment where other students felt comfortable participating in class discussion. I say this because even if students were not always correct, Kevin responded in a way that did not embarrass them, meaning they would be likely to continue participating in the future. Kevin was alert to the student’s efforts to participate in this exercise, even noticing when a student pulled out her book of literary terms. In the end, Kevin provided excellent an easy to understand definitions of the terms discussed.

The class worked in groups, each assigned to respond to one of several questions Kevin gave them as a handout. The assignment utilized all of the terms discussed earlier, so the class began in a way that prepared the students for this group assignment. For each group, he assigned a spokesperson to lead the group and take notes. When the class got back together to share their answers, Kevin did a good job in making the students justify their answers by returning to the book and using evidence from Edith Wharton’s “Souls Belated” as examples that backed up their claims. This was a great exercise in close rewarding without telling the students that this is what was taking place.

Kevin did an excellent job in keeping students involved and invested in the assignment. He did this through humor as well as his performance in the classroom, which was animated and lively. This is a great way to be, especially when one teaches a late night class. In fact, which I left the classroom, class had ended according to my watch but not one of the students had made the move to pack up their books in the backpacks. I left the classroom with everyone still involved in discussion. From my observation, I cannot see where Kevin needs any advice on how to improve his teaching. He is doing a great job for our students, and hopefully his teaching techniques will attract new English majors.

Elizabeth Archuleta

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