Whether you are mastering a musical instrument, a physical sport, or an academic discipline, you will need a solid knowledge of the basics. So, you practice the scales, or the physical drills, or rehearse the steps appropriate to your academic discipline. These activities build muscle memory and set the foundation for sustained success. They are the difference between a “one-hit” wonder and a long and fruitful career.
Here are some basics that I’d like to remind you of as we begin 2016 and encourage you to “practice.” I’ve adapted these from a white paper written by Richard Harris titled: “Helpful Ways to Start Your Course Right.”
- Contact your students by email a week ahead of the first course. Canvas makes this easy, but however you do it, it sets the stage for student engagement and positive interaction.
- Read the module thoroughly before the first class. This should be a “no brainer” but surprisingly some Instructors only concentrate on one week at a time without getting the big picture.
- Arrive to class early, make sure the classroom is arranged appropriately to your needs, AND that the technology is working appropriately. Do you need a marker for the whiteboard? Need handouts printed?
- Begin class by praying with and FOR your students. This really does set a demarcation between their active day and the time they spend in class and sets the tone for the class.
- Be clear on your expectations for writing, use of personal technology, late papers, etc. Make your rules fair and unambiguous and THEN ENFORCE THEM.
- Learn your student’s names. This is not optional and probably one of the most important activities which will occur the first class session.
- Teach the full lesson, staying the full time. Vary your teaching methods, but NEVER walk into class without a clear plan for what you want your students to learn that evening. Remember the Collaborative Learning Strategy from the Faculty Orientation.
- Treat your students with respect. Exemplify the motto of the school: to serve, not to be served.
- Give some time in class for students to practice some aspect of what is being discussed, this reinforces learning and retention.
- At the end of class, have student write out one question they had from the evening’s discussion that needed further explanation, and one thing which they learned.