My Flipped Class Experience
Entering into the recording studio was a bizarre experience: the camera, the lights, the writing pad, the microphone, the wires—the motley of which created confusion and chaos in my mind. The unfamiliarity of the situation made me aghast; I was quite ambivalent about recording the first video class. Should I do this? I asked myself. Answering the question into a feeble ‘yes,’ I along with the Digital Media Team (DMT) began the recording.
Having recorded the introduction first, I was rather skeptical about my handwriting in the Wacom. After scribbling on the pad for what seemed like an umpteenth time, I wrote the title: ‘Sentence Structure.’ I changed the color and wrote the sub-heading: ‘S + V + O.’ Then I began describing about the deep-seated linguistic structure of all English sentences. Since the video was aimed for Grade VIII, I tried to be as lucid as possible. Naturally, I began to fumble at times, then I had to redo the total thing—writing and speaking—all over again. Saving the file took longer than usual; the whole process seemed too complicated for an old-school, teacher of English like me.
When I reviewed the edited version, I was happy yet a little ashamed of my effort. The hour-long effort resulted into a five minutes long video. The writing seemed too fast; the handwriting illegible at times; the accent clipped—the entire thing an inexplicable endeavor. After recording for more than ten videos, I started to get hang of it. The videos got better by and by. The penmanship, the voice quality, the teaching method: everything improved. Looking back, I realize I had a wonderful, albeit apprehensive, time recording the videos with the help of DMT.
It was indeed an incredible experience, the kind that you want to get over and over again.