Resources Technology Workshops Services

Program Staff

TEPlist

Private Consultations

Classroom Observation

Document Feedback

Midterm Feedback

Videotaping

House Calls

Departmental Training

Teaching Portfolio

GTF Teaching Award

Search TEP site

 

 

 

...Home > Services > Newsletter > Lizard Index > 1993-1994 Issues > Teaching Large Classes

Teaching Large Classes

Written by Ersted Award winning faculty member Dana Johnson, Geological Sciences

General approach and philosophy

1. Expect to teach at a level somewhat lower than your conscience would otherwise dictate. In general, students in these classes have never been exposed to the subject area before so you really do need to start from the basics and work up. Some students will find the class to be too "easy" but that's unavoidable.
   
2. Don't take poor attendance personally. Instead, view it as an opportunity to teach a smaller number of more interested students.
   
3. Make it very clear that the students are welcome to come see you at any time. There seems to be an impression among students that faculty members view students as nuisances who should be dealt with only during scheduled office hours. I repeatedly invite students to come see me about the class, to discuss career opportunities in geology, or about anything else that is on their minds. In general, very few come but those who do leave feeling like they got some (all too rare) personalized attention.
   
4. Be compassionate. In the very large classes you will encounter students with all sorts of problems ranging from illnesses, ill children, learning disabilities, physical handicaps, family tragedies, love life problems, etc. etc. About 90% of these will be real problems and I have found that if you do your best to express real concern the students appreciate it. If the problem concerns a poor midterm performance, offer to go over the exam question by question with the student and give advice for how to prepare better for the next midterm or final. Try not to dwell on the poor performance but instead try to get the student to look forward to their next opportunity to improve their grade. As a rule I never permit students to write extra papers etc. to improve their grade. If you permit one student to do it, hundreds will want the same opportunity and things will soon be out of control.
   
5. Be friendly. Make a point of getting to know a few of the people who sit in the front near the podium. Engage them in small talk as you wait for the bell to ring. This makes those students feel valued and it gives the rest of the room the impression that you are friendly and approachable.

Classroom procedures

1. Pay attention to the noise level in the room and interrupt the class and ask for quiet if it becomes necessary. Don't be afraid to single out groups of people who may be talking and ask them to either quiet down or leave. This gives the rest of the class the feeling that you are looking out for their interests and that you're willing to do something about the problem people.
   
2. I teach in 150 Columbia where I have to lecture off an overhead projector. Every year my technique gets rave reviews which makes me wonder how others approach this lecturing technique. I arrive at class with a stack of overheads covering the day's lecture together with notes reminding me of points I want to make. My overheads are neatly lettered (use graph paper beneath the transparency) in permanent magic marker (use a variety of colors to jazz them up a bit) with headings, topic headers, and graphs or diagrams as appropriate. Then I fill the overhead in as I lecture with water soluble magic markers. This forces me to proceed at the same rate as the students who are taking notes. When the lecture is finished, clean off the erasable marker with a wet paper towel and the overhead is ready to use again for the next section or for next year's class, I recommend using Staedtler fine water soluble markers (available at bookstore). The super fine point is too easily crushed and anything coarser is too coarse. These markers gradually lose their blackness so plan on replacing the marker 3-4 times during the quarter.
   
3. Inject humor into your lecture any way you can manage it comfortably and seemingly spontaneously. If your voice cracks while lecturing without the microphone don't be embarrassed or act like it didn't occur. Instead, I usually say something like "Wow, did that sound come out of me?!" It's good for a laugh and it reminds the students that you are human too--everyone in the class room has experienced a cracking voice at some point.
   
4. I supplement my overhead-based lectures with slides when appropriate. I've found, though, that it's best to save the slides to the end rather than interjecting them in the middle of the lecture--it takes too long to turn the room lights and projector on and off to switch back and forth smoothly.
   
5. If appropriate, pick a movie or two from the IMC catalog. For the big rooms, IMC supplies projectionists. On occasion, however, they have sent me people who didn't know how to run the projector so call ahead and make sure the projectionist is experienced (talk to Bob Barzee). Be sure to have the next lecture with you as a back-up. If the film or projector breaks, you don't have to be standing there with no lecture to deliver.
   
6. Try to inject enthusiasm into your lectures. Make the students feel that you are excited about your field. Feel free to explain why you think a particular topic is interesting or not.
   
7. Be willing to take a limited number of questions from the class. You can't take too many because it will completely disrupt the flow of your lecture and you will lose the majority of the room. Be sure to repeat the question so everyone knows what it is that you are answering. Do not refuse to take questions--it just reinforces the opinion many of the students have already formed that faculty members are unapproachable and arrogant.
   
8. If you see students from your class whose faces you recognize walking on campus, say hello when you pass on the sidewalk. You'll be amazed at the looks of incredulity this will elicit--again, many students think we are arrogant and unapproachable--do what you can to dispel this myth.

Lizard 18 Winter 94

 

---