5 I’m excited about my first day of class/section. Wall Huddle: 2 reasons why/why not
6 I’m nervous about my first day of class/section. Wall Huddle: 2 reasons why/why not
7 I’d rather be sleepingright now.Wall Huddle: 2 reasons why/why not
8 Being a great teacher means having less time and energy to be a great researcher. Wall Huddle: 2 reasons why/why not
9 I didn’t answer totally truthfully to one ofthese statements(including this one).Wall Huddle: 2 reasons why/why not
10 The most important skill for being a great section leader is public speaking or presentation style. Wall Huddle: 2 reasons why/why not
11 The best discussion leader says very little and lets the students do almost all of the talking. Wall Huddle: 2 reasons why/why not
12 Telling students exactly what’s on an exam and how to prepare for it is babying them. Wall Huddle: 2 reasons why/why not
13 Anyone can improve basic teaching skills, but really great teachers just have a natural gift. Wall Huddle: 2 reasons why/why not
14 What just happened? My Goals Process: Establish norms of full participation, self-reflection, self-disclosure, and student-student interactionContent: Thinking about what makes a “good” teacher
15 What just happened? Strategies Everyone has to make the decision to participate at the same time = norm established.Make the internal external (name tags; wall walk)“Press” to “express” (solo write before small group share; physically committing to a position before defending)All processes include relevant contentContent foreshadows future activities/discussion
16 What are the norms/processes you want to establish? ParticipationSelf-reflectionSelf-disclosureCritical analysisCreative problem-solvingThinking like a researcherWhat’s your goal?Take a moment to make a list of the norms/processes you’d like to see take place in your class or section. What do you want students to willingly and regularly do? Have at least one. Form groups of 3. Each person shares one process; other 2 generate ideas for a short exercise that establishes that process. For example…thinking like a researcher; one of the very first exercises you would do in class is have students design a study….and you need to establish a norm for everyone, so how are you going to make sure everyone engages in the process?Almost everything you do in the classroom should support your goals.
17 And now, for a very special demonstration…. “But Kelly, it’s so much less scary to just give a review lecture or throw a discussion question to the group! What if students don’t do what I want them to do?”Ask for volunteers to do crazy things
18 Students like when something happens! Students will do what you ask them to do if you believe they will do it.You can build anticipation and increase attention just by asking students to do something different.If you feel like you are taking a risk in your teaching, students will feel the excitement of uncertainty.
22 Erdle & Murray 1986 Factor 1: Rapport Offers to help students with problemsInterested in students' ideasSensitive to students' feelingsAvailable for consultation outside of classTalks with students before or after classTolerant of other points of viewConcerned that students understand subject matterKnows individual students by nameFlexible regarding deadlines and requirementsPraises students for good ideasShows strong interest in subject matterErdle & Murray 1986
23 Erdle & Murray 1986 Factor 2: Interest Relates subject matter to current eventsDescribes personal experiences relevant to subject matterStates own point of view on controversial issuesFocuses on controversial issues within subject matterPoints out practical applications of conceptsRelates subject matter to student interests or activitiesGives everyday, real-life examples to illustrate conceptsTells jokes or humorous anecdotesPresents challenging, thought-provoking ideasPoint: there is a balance here between self-disclosure and genuine interest in students.Erdle & Murray 1986
24 Erdle & Murray 1986 Factor 3: Disclosure Advises students about how to prepare for tests or examsTells which topics are most important for exam purposesTells exactly what is expected on tests or in assignmentsProvides sample exam questionsMakes students aware of overall objectives of courseAdvises students about how to prepare assignmentsSuggests organizational schemes for learning materialSuggests ways of memorizing complicated ideasErdle & Murray 1986
25 Have yourself videotaped and watch yourself teach. Try a CTL communication class or vocal improv classErdle & Murray 1986
26 Open the Loop, Close the Loop Focus on your hook. What is your opening question or exercise?Leave them with a sinker. What was the point of what we just did? Is there anything they need to do to follow-up?
27 SinkerHow do I get students to do what I want? Be clear about your goals, and plan your first class to emphasize process, not just content.What do effective teachers do? Pick one behavior from each category that you are going to do.Just for fun: Before your first class, listen to the theme song of whatever fictional movie/tv show you selected (or meditate on the qualities of that teacher.)
28 Want to talk about teaching strategies or get feedback on your teaching? Office 423, anytime