which you assume they know something. Come to class prepared with a well-developed syllabus and a plan to present it to your students. The teaching challenge is to find special ideas within your own field. In a math class, you may want to ask the students to introduce themselves and state one way mathematics enriches their lives every day. After students obtain books, take time to orient them to the kind of information you expect them to glean. Learn names of students in small groups. It is an opportunity for you to establish expectations, set the tone and to get to know your students. Below are a few strategies.
Will your students have to schedule evenings to watch films or attend performances? There are many things you can do before the first class of the quarter to prepare for your first teaching experience. Highlight those topics that are most interesting to you, and ask your students what topics pique their interests. You should envision the first day as more than just a time to review your syllabus.
(1995) Getting Started, Chemical Engineering Education, 29(3). If possible, be prepared (projector on, notes set) at least 10 minutes early so you can focus on your students. Clearly state your learning outcomes for the course and your expectations of the students in order to succeed in the course. Let your students see the enthusiasm you have for your subject and your love of learning. In addition to providing detailed logistical information, begin the quarter by getting students involved. . For example, if late assignments, lack of participation, or sleeping during your lectures distracts you from timely and persuasive teaching, explain why you cannot tolerate these events and how you handle them when they occur. The more you learn about your studentstheir strengths and weaknesses, their skills and intereststhe better you can teach them. Assert your boundaries: Let your students know how to contact you and when. In this section, we discuss strategies for both the new and experienced teacher. It's more effective to have students form small groups and have them introduce themselves to each other. By giving students an interesting and inviting introduction, I was able to reduce anxiety about the course and help students view the class as a collaborative learning process. Give the class a non-graded pre-test on prerequisite topics and include some questions about topics you don't expect them to know now, but that you'll cover in the course.
How many assignments will you grade? Consider how introductions can lead into a productive and welcoming classroom environment. The pairs then introduce each other to the rest of the group.
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