Starting the Term the Right Way

STARTED IN THE RIGHT WAY

Adapted from the Center for Teaching and Learning, Indiana State University
Good teachers use the normal patterns of social interactions to draw students into academic work. Classroom anthropologists have identified patterns in social interaction that create expectations about how to work in the classroom. The tips for this week offer ideas that use these patterns to draw students into effective working relations.

Entering the Lesson Social encounters usually begin with some action that acknowledges everyone and establishes a welcoming tone. Learning interactions are no exception. Teachers can use the moments when students are entering the classroom to build a commitment to the class. Greet your students and set the tone for what will be happening in class today.

Start the Learning The transition from everyday social life to learning encounters requires a shift. Students may not be ready to start work when the teacher is. Use the following tips to shift their attention to the common work of learning your lessons.

Content Ice Breakers. Short activities can be used to introduce course content. For example, list several terms from an essay and have students get a signature next to each term that a classmate knows. Or, handout a set of index cards, each containing instructions for one step in a process– such as solving a math problem. Have students form a team with those whose cards contain the other steps. Give teams a problem to solve with each student responsible for the steps listed on his or her card. Debrief results.

Critical Reading Guide. Bob Votaw, a geologist from IU-NW, gives students a page for writing answers to key questions about the required reading. These are due as students enter the next class. By quickly reviewing a sample, he identifies common understandings and frequent mistakes. He adjusts his lecture to their responses.

Quick Quizzes. Give students a short quiz. The material will be fresh in their minds as you start your lesson. It is not necessary to collect and grade the quiz, but explain how their responses relate to success in learning the material.

Pre-Test. You can use a formal pre-test over the material to be covered. Informal methods are less intimidating but equally effective in connecting student to material. Have students write their own definitions of a term, ask them to write down their idea of a process or historical sequence, or make some guesses about statistical facts or likely outcomes.

Attention Grabber. Use a problem or a demonstration to capture students’ imaginations about what is to come. Often, an intriguing example will provide a guiding context for the material that follows.

Final Comments
Student participation is not simply a question of motivation but one of social relations too. People work better when they are noticed and guided into the working part of the lesson smoothly. Abrupt switches will inevitably leave some students behind. Build a welcome phase and a settling down phase into the first few minutes of your lessons and you will find more students are ready to engage in the learning activities you have planned.

Get To Know Your Students

Getting to Know Your Students

Adapted from UC Berkeley (August, 2006)

One of the most important things you can do early in the term is to get a sense of who these people are who are sitting in front of you. What experience do they have in your field, what interest? Are you teaching a required course? An elective? Are there students from other majors in the course? A variety of levels? Information like this helps you to figure out not only how to present your material, but often what material to present.

Many faculty hand out a questionnaire or a quiz on the first day or second day of class. These can be used in various ways, the primary one being to find out students' background in or knowledge of the material. These surveys range from the very simple to the complex, from finding out what students know about the topic of the class to what outside interests they have.

Some faculty bring a digital camera to class and take pictures of all of their students or ask their GTFs to do this in section. One faculty member then puts the name on the back, and keeps a stack of them on the podium. He uses that stack to randomly call on students by name

In her large introduction to the English major class, Professor Kevis Goodman asks every student to come to her office and recite the first eighteen lines of the Canterbury Tales. Goodman says, "I know that it will make their own silent reading of Chaucer's fourteenth-century English less alienating in the coming weeks, but if that fails (it usually doesn't), then at least I know that by the next class I may seem less alien."

In addition to your getting to know your students, you should find ways to encourage them to get to know each other (Professor Marian Diamond asks them to introduce themselves and to chat for a few minutes with those sitting around them), to form study groups and, in general, to have someone to talk to about the ideas in your course.

You may also wish to find out what learning styles are preferred by your students.

Catherine Jester of Diablo Valley College developed a learning style survey for use with college students:

http://www.metamath.com/multiple/multiple_choice_questions.html

She also developed learning strategies for the four types of learning styles identified by her survey:

http://www.metamath.com/lsweb/fourls.htm