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Feedback on Teaching Introduction Beginnings are important.
Whether it is a large introductory course for freshmen or an advanced course in the major field, it makes good sense to start the semester off well.
Students will decide very early--some say the first day of class--whether they will like the course, its contents, the teacher, and their fellow students.
The following list is offered in the spirit of starting off right.
It is a catalog of suggestions for college teachers who are looking for fresh ways of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students.
Even if the syllabus is printed and lecture notes are ready to go in August, most college teachers can usually make adjustments in teaching methods as the course unfolds and the characteristics of their students become known.
These suggestions have been gathered from UNL professors and from college teachers elsewhere. The rationale for these methods is based on the following needs: Here, then, are some ideas for college teachers for use in their courses in the new academic year: Helping Students Make Transitions Hit the ground running on the first day of class with substantial content.
Introduce teaching assistants by slide, short presentation, or self-introduction. Hand out an informative, artistic, and user-friendly syllabus. Give an assignment on the first day to be collected at the next meeting.
Start laboratory experiments and other exercises the first time lab meets. Call attention written and oral to what makes good lab practice: Give a learning style inventory to help students find out about themselves. Direct students to the Academic Success Center for help on basic skills.
Tell students how much time they will need to study for this course. Hand out supplemental study aids: Explain how to study for the kind of tests you give.
Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading, and general decorum, and maintain these. Announce office hours frequently and hold them without fail. Show students how to handle learning in large classes and impersonal situations.
Give sample test questions. Give sample test question answers. Explain the difference between legitimate collaboration and academic dishonesty; be clear when collaboration is wanted and when it is forbidden.
Seek out a different student each day and get to know something about him or her. Ask students to write about what important things are currently going on in their lives. Find out about students' jobs; if they are working, how many hours a week, and what kind of jobs they hold.
Directing Students' Attention Greet students at the door when they enter the classroom. Start the class on time. Make a grand stage entrance to hush a large class and gain attention. Give a pre-test on the day's topic. Start the lecture with a puzzle, question, paradox, picture, or cartoon on slide or transparency to focus on the day's topic.
Elicit student questions and concerns at the beginning of the class and list these on the chalkboard to be answered during the hour.Aug 15, · X. You seem to have CSS turned off. Please don't fill out this field. You seem to have CSS turned off. Please don't fill out this field.
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