By the End of Class today...
What
is it you want your students to know, understand and/or be able to do by the
end of the period? This may be something you are deciding independently or something
you will determine with guidance from your supervising faculty.
Some typical first day goals might be:
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Begin building the student/teacher relationship by having introductions, learning something about students' backgrounds and skill levels.
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Go over the discussion/lab syllabus and making sure policies and expectations are clear.
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Send the message that participation is important and valued. Initiate a discussion around a course-related topic.
The first goal will be accomplished by whatever introduction and icebreaking activity you plan as well as the student information sheet that you design. The second goal will center on the handout you create which describes your discussion section/lab. The third goal centers on modeling from the beginning how you want students to be involved in the course. For example, a discussion section should be a discussion--not a rehashing of the lecture.
Timing
Approximate times for each part of your lesson plan. Based on the number of students on your roll sheet, how much time will be alloted to introductory activities and getting some information about backgrounds and skills. Often this can take the first half hour of class.
On the first day be prepared for several students to be late as they try to negotiate a new campus. You might give students an extra five minutes to get there on the first day, but make it a habit after that to start the class on time.
Supplies
Provide paper and bring some extra pencils with you. Yes, students actually show up without the basics.
The First Discussion
By the time you get to a course-related discussion, you'll probably have about 15-20 minutes left. Students may or may not have read something by the time they meet with you. If they have, you can focus on some aspect of the reading. If they have not, you can choose a provocative question related to the course and generate discussion around it.
An interesting way to approach your first group discussion is to ask your students to create a set of guidelines for class discussions for the term. This accomplishes several things. It gives the group a topic to discuss and it addresses several areas of concern in teaching --motivating students to contribute in class, setting a tone for appropriate ways to contribute and respond to each other in an academic discussion, and using structures and strategies which allow all voices to be heard.
This co-created agreement to discussion guidelines supports the inclusive classroom, gives students a voice in classroom governance and teaches important life skills in how to promote effective group conversations. This becomes particularly important if the subject matter of your course is controversial.
Write down the guidelines your students develop, send them each a copy through e-mail and refer to them at any point when discussion becomes problematic--"I think we've reached a point where it would be valuable to revisit the discussion guidelines we developed together at the beginning of the term."
Here are some additional strategies for structuring discussions:
- Anonymous Cards
Pose an interesting course-related question and pass out half sheets of paper and ask students to write a response. Give them 2-3 minutes. Choose an open-ended question you feel sure students will be able to respond to comfortably. Collect the sheets, mix them up and redistribute them. Then call on different students to read what's written on their sheets.
Reading what another anonymous student has written is far less intimidating than speaking your own thoughts in front of a group of strangers. And since everyone should have a sheet of paper, you are free to call on anyone in class.
Be reassuring. Tell your students that you realize that you have not given them a lot of time to consider the question and that you are not looking for a "right" answer. After someone's response has been read aloud in class, find something positive to say about it. ("That's an interesting perspective to take", or "Those comments raise a good question regarding..."). Ask if others agree or disagree with what has been said and encourage other students to participate. Sometimes it works to ask the last student who spoke to choose someone else to contribute.
Once you have students talking, try some strategies to draw out quieter students. After awhile ask for "new voices" or say something like "Let's hear from some of the people in the back row." If you can remember any names, try them out--"Cass, do you have any thoughts on this?"
- Sliding Groups
This format is good for helping students get to know each other. Start with a good question ("What are the three most defining characteristics of Generation Xers?). Give students time to reflect and write down some thoughts (3-4 minutes) and then have them get into pairs and share what they have written. Ask the pairs to come to consensus on an answer. You can then ask the pairs to pair up and form groups of four. The four need to compare their answers and again come to consensus on an answer. At this point you can go to a full group format and ask different groups to share their thoughts. Following this, if appropriate, you could ask students to go back to some individual reflection on how their answer has changed or been reinforced through the different group processes.
There. Your first day is complete. A huge success, even. What now?-- you might ask.
Address questions or comments about TEP or this site to:
Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified:
07/07/09