By James M. Lang
You cross into educating with excessive hopes: to encourage scholars, to inspire them to benefit, to assist them love your topic. you then end up dealing with a crowd of expectant faces at the first day of the 1st semester, and also you imagine “Now what do I do?”
Practical and energetic, On Course is stuffed with experience-tested, research-based suggestion for graduate scholars and new educating school. It presents a number leading edge and standard concepts that paintings good with no requiring huge coaching or lengthy grading periods while you’re attempting to meet your individual tough examine and repair standards. What do you place at the syllabus? How do you stability lectures with crew assignments or discussions—and how do you get a discussion going while the scholars won’t take part? What grading procedure is fairest and most productive in your category? for those who put up lecture notes on an internet site? How do you hinder dishonest, and what do you do if it happens? how will you aid the scholar with critical own difficulties with out turning into overly concerned? And what do you do concerning the scholar who won’t flip off his cellular phone?
Packed with anecdotes and urban feedback, this booklet will continue either green and veteran academics on the right track as they navigate the calms and storms of school room existence.
Read or Download On Course: A Week-by-Week Guide to Your First Semester of College Teaching PDF
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Additional info for On Course: A Week-by-Week Guide to Your First Semester of College Teaching
Sample text
A substantial amount of research has been done to demonstrate a link between writing and understanding—in other words, when you ask students to write out responses to a question or explanations of an issue or problem, it increases their understanding and retention of that issue (see Sorcinelli and Elbow in the “Resources” section at the end of the chapter). So one easy method to take advantage of this connection, and to ensure that students are keeping up with the work, is to take ten minutes at the beginning of one class per week and pose a thought question about that day’s or week’s reading; ask the students to write a paragraph or two in response to it, making sure they refer very specifically to the assigned work in their answers (see Chapter 4 for specific examples of these kinds of thought questions).
But don’t obsess about it. If you’re really flummoxed about what to wear, then throw on the outfit you wore when you interviewed for the teaching position you now have, and for the first day or two of classes just see what everyone else is wearing. Follow suit. Free Day or Full Day? Mistake number two, on my legendary opening day, was doing twenty minutes of syllabus reading and letting the students go early. Unfortunately, you will find that some of your colleagues treat the first day of class as a half-day, the only purpose of which is to pass out the syllabus and take questions (and there are almost never any questions).
You may have to take several steps along this route, getting to the more general questions that first interested you in your discipline, but by doing so you might rediscover some of the fascinating features of your discipline—even those you can touch upon in an introductory course—that you can use to connect with your students on the first day of the semester. The questions or puzzles that you present do not need to be as dramatic or game-like as the birthday paradox. I use a simple exercise in my Introduction to Literature courses to try to interest students in the slippery nature of meaning in language and literature, and to interest them in the course.
