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.
3 thoughts on “Getting the Basics Right”
Thanks for the insight. It seems several instructors are struggling with that last hour’s content so what are your thoughts about expanding on #10 and having each student ask their questions out loud each session? When they hear each other’s questions and responses maybe that will establish a collaborative “feel” to the class.
Nick Walters
I think that could work. There will be a few who will always feel self-conscious about revealing they have questions publicly and would prefer to write the question. However, I think this would definitely make that last hour or half-hour productive for the students and the Instructor. Thanks for the modification!
Rick Upchurch
The more I think of it the more I like this. Here is a model you could use. Collect all the questions and then shuffle them so no one knows who submitted what (having 3×5 cards ready for this would be ideal). Pull a random “panel” from the students and set up a game show like atmosphere (kind of like jeopardy) and assign points for the individual who responds first with the correct answer. Allow other panel members to refine an answer for additional points. This would make the exercise engaging and provide a good review of the material.
Rick Upchurch