| 1. |
Get
to class early and chat with students as you set up and as
they show up. |
| 2. |
Put
the class name and number on the board so those not in your
class can leave before you begin. |
| 3. |
According
to Joyce Povlacs, University of Nebraska-Lincoln, research
shows that students typically decide what kind of teacher
you are and what kind of experience they will have being in
your class in the first 15 minutes. Research also shows that
the instructors who make the most lasting impressions on students
are those who possess and generate enthusiasm, states McKeachie
in Teaching Tips: A Guidebook for the Beginning College Teacher,
eighth edition. |
|
a. |
So
be prepared. Carefully structure how you will begin class.
Provide the information about you and your course the students
need. |
|
b. |
Let the
excitement you feel for your field flow to your students.
Reek enthusiasm. Use a little humor. |
| 4. |
If
you take roll, ask a few questions of students as you go or
ask them to share why they are taking the course. This will
help them become individuals in your eyes. Moreover, self-disclosure
when you discover appropriate opportunities. You, too, can
become a person in their eyes without losing any "status."
As a matter of fact, your personal disclosure will increase
your credibility and contribute to a better learning environment
by the modeling of openness that is occurring. Let them ask
you questions about yourself. This can be an eye-opening experience
for you. |
| 5. |
Stress
your availability to students. |
| |
a. |
If you
want students to come to your office, sincerely state this. |
| |
b. |
Give
your office hours and telephone numbers at which you are comfortable
being reached by students. If there are limits on when you
will accept calls, state them clearly. If you will not accept
calls off-campus, state this. |
| |
c. |
If there
are other occasions when you plan to make yourself available
to students, tell them. |
| 6. |
Directly
state your goals for the course and your expectations of the
students. Describe what skills a student will need to do well
in your course. Give an overview of the entire course that
is student-centered (i.e., "When you have completed this course
you will be able to...") Write your syllabus so the students
can understand what your course is about, not to impress your
colleagues with jargon. |
| 7. |
Establish
procedures from day-one. |
| |
a. |
Write
major topics to be covered on the board, overhead or on a
handout. |
| |
b. |
Always
give an overview of the class today, which includes "what"
(material to be covered), "why" (its relevance to the course),
"where" (this material's importance and placement in the "big
picture"), "how" (the methods, exercises and assignments to
be employed). |
| |
c. |
Consistently
introduce, cover and wrap-up each new segment of material. |
| |
d. |
Always
have a summary of the day's events. |
| 8. |
THIS
IS IMPERATIVE: Learn students' names as quickly as possible.
|
| 9. |
Ask students what they want to, need to, and expect to learn
in this class. This can be accompanied via discussion, paper
and pencil, take home assignment, etc. Be certain to take
time to address their anxieties. |
| 10. |
Stick
around to answer their questions after class. Talk to students
personally. Ask them if your presentation was clear, helpful
and met their needs. That you are willing to ask your students
how you did tells them you respect their opinions. Also, you
will be amazed at what they say. After all, "out of the mouths
of babes ..." |
| |
Texas
at Austin.
By Linda Hilsen
|
