I think my influence comes from teachers in high school and undergraduate course work (whether good or bad--mostly bad). It's always been a goal of mine to teach students in ways that would have helped me learn better in school. CLARITY is a huge thing. I never understood what a teacher meant--and being the introvert that I am, I never asked for clarification--so providing that clarity seems important. PROVIDING EXAMPLES is another tool. I learn best by doing, so seeing examples of what other students have done or what the instructor is looking for were always helpful. So, pulling from my own experience has always been motivation.
I'm wondering what got others interested in teaching--besides being required to do so for an assistantship (if applicable). What are some first-time/first-day teaching tips? I am here to be the best damn instructor I can be.
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My advice is to be confident in your ability to teach well, and keep attention focused on the students. Respond to their needs more than worrying about how you're doing. Good luck!
ReplyDeleteFake it until you make it. Fake what? Confidence, Curiosity, and Calmness. Eventually you'll really feel that way. The first class I taught, I admitted that I was nervous and everything went downhill. Since they knew I was nervous, I played into what I presumed was their expectations. I dropped dry-erase markers, spoke too fast, and couldn't complete my thoughts. The difficulty is still 'being real', which comes with practice.
ReplyDeleteI agree with both of you above, especially Kemper's advice: Fake it till you make it. It doesn't matter if you're F.I.N.E. inside: Freaked out, Insecure, Neurotic, and Emotional...(The Italian Job, anyone?). Just let your students see a calm, composed teacher standing (or sitting) in front of them. Freak out later with your friends or colleagues.
ReplyDeleteI also agree that being your "self" is important, too. And constructing your teacherly self takes time because it's not the same self that people see when you're at home or church or in the faculty lounge. It's a professional self that comprises all the best qualities of your other "selves"--funny but not inappropriate; patient but not passive; assertive but not condescending; relaxed but not lackadaisical.
I think Morgan hit it on the head, too: "Respond to their needs more than worrying about how you're doing." You don't have much time to think about how you fumbled earlier if you are helping facilitate learning for your students.
I think you'll do great. Good luck!
Preparation has been my best friend. I actually rehearse my lessons in a way for my dog the night before each lesson. He's a near expert in argumentative writing now. I also met with my observer from my observation on Monday and we discussed how one of the best strategies for deciding how to be in the classroom is to be the teacher you always wanted. Think of the things that make you tick as a student, and apply those to your teaching. For example, I love when a teacher or presenter uses extended metaphors and props, so I used Dirt Pudding to explain the components of an argument. Also, nothing makes me angrier as a student than teachers who do not branch out of the theory talk and into practice and application. So for every new thing my students have learned, we've had some practical way of trying it out and discussed why it is important.
ReplyDeleteMost importantly, remember what you love about what you're doing and why you're doing it. :)
In addition to all the wonderful advice above, just make sure you go potty before you go into the classroom. Do not underestimate the phantom pee.
ReplyDeleteI've been teaching for a week now (and for a year during my MA program), and the best advice I can give is to be flexible. You can be over-prepared. That's one of my problems -- I tend to have so much stuff that I want to get through, that I run out of time. At my old school, I was teaching for half of a 3-hour class, so that wasn't really an issue. Adjusting to the 50-minute classes here has been an issue. This week in my class, we had to make some tweaks based on the way we saw students reacting to and engaging with the material I was teaching. Don't be afraid to change things up, even at the last minute.
ReplyDeleteGood luck! I'm sure you'll do great, though!