by Marti Gayle Harvey
In my journalism classes, I used to teach using the building-block method. I would set up my class in chunks: present the material, assign a story, require follow up reports and peer reviews, and have students turn in an assignment. This process took about four weeks. Then I would do it again with new material, a new kind of story, and more follow-ups that resulted in another story. At this rate, I was lucky if my students could write four stories a semester.
The building-block method is good for perfecting old material before moving on to new material, but it went against my teaching philosophy for writing: "practice makes perfect."
Learning by Doing
Short deadlines and multiple priorities are hallmarks of the newsroom. No one has time to help anyone else because they’re so busy themselves. You don’t get a long, leisurely introduction to the job. You just do it.
Journalism, like public speaking, takes practice, practice, and more practice. You can’t teach someone how to feel when they’re interviewing an intimidating figure. You can’t teach them how to know when someone’s lying to them. You can’t teach them to know when the story just isn’t going to work out.
So how can you give your students lots of practical experience in doing what the pros do? Turn your classroom into a newsroom.
To replicate the newsroom, turn the first three weeks of the semester into Journalism Boot Camp, covering newsworthiness, the inverted pyramid, research, interviewing, and anything else you feel it's necessary to cover in a class setting.
After that, assign stories with deadlines and send the students out for reporting. The time they spend reporting takes the place of class time. By the end of the semester, students will write around 10 news stories.
But, what about all that grading?
Imagine 20 students per class, 10 assignments per semester. That’s 200 assignments to grade per class. What if you teach four classes? Now you’re up to 800 assignments. And that doesn’t include the labs, quizzes and tests that require attention.
That’s why the class is like a newsroom. In my class, students get four assignments at a time and can turn them in in any order they like. There’s a catch: when they turn in an assignment, they must make an appointment with me the next week to edit it. Since they are out working on stories, my class time is freed up for individual appointments. Each student gets 10 to 15 minutes of my undivided attention as I edit (grade) their assignment.
Most of my grading is done on the spot, in the classroom, with the student. No more sending back assignments with feedback they never read. No more wondering if they understand my feedback, or even care. Now I get to look them in the eye.
I do bring them back into class for a week near midterms and again near the end of the semester. They discuss how their stories have gone. They talk about what went well and what didn’t, much like reporters do in the newsroom. Students share how they handled situations that others found troublesome. They take suggestions from each other and offer their advice.
Students have even set up outside groups to discuss assignments and how to approach them. Our “newsroom” has become more collaborative.
The best part is that by the end of the semester they’ve gained a great deal of confidence, and I really enjoy grading their work.
Marti Gayle Harvey is a Lecturer at the University of Texas at Arlington, where she teaches journalism.