Getting Off to a Good Start
The first session of a course is often exciting for everyone. Thorough planning and preparation helps get the semester off to a good start. In some disciplines, it is common for students to attend many courses in the first weeks and only then pick their final syllabus.
You should have the following goals for the first session of any course: The students have an idea of the content and the structure of the course. The central idea is clear. It’s important to get the students intrigued about the subject and motivated for the course. Try to convey why you are so excited about the subject yourself or share your own research or learning process. Some of our suggestions for engaging your students are also useful for the first session. You have ...
Depending on the type and size of the course, it is worthwhile for you, the lecturer, to get to know your students and for them to get to know each other. This gives you a sense of who you are working with and might help you correct your assumptions from the preparation stage. This also makes it easier for the students to discuss things or participate in learning groups. It might be wise to schedule this activity for the second or third session, once you can be sure that all the people ...
Everyone in the room shares responsibility for a course’s success. However, as the lecturer, it is your job to create the best possible conditions for a constructive learning atmosphere. Particularly when issues of gender and diversity are raised, there can be very lively discussions, wide-ranging levels of sensitivity, and unfortunately, people can also be hurt. To promote a positive atmosphere of discussion, it is worthwhile establishing rules for a respectful interaction and exchange ...
It is important to enter each session with a good plan. Yet there are many circumstances in which the timing is highly dependent on the students’ behavior, such as their preparation or participation, requiring you to be spontaneous and rearrange your time. Version April 2017. Unless otherwise stated, this content is licensed under a Creative Commons Attribution-Share Alike 4.0 International licence .
Theme-centered interaction calls for explicitly addressing occurrences that disrupt the flow of a class session. These might be incessant background noises, a person using their smartphone or tablet, or disruptive comments or use of words. In these cases, it is helpful if you have agreed on how to deal with such instances at the beginning of the semester. You can also mention an issue or problem but explicitly put off discussing or responding to it until the next session. This gives you ...
Many courses involve discussions with students. The aim might be to resolve questions, to compare different academic approaches, or to gather ideas or arguments. As the lecturer, you are responsible for moderating and structuring the discussion unless you have specifically arranged otherwise. It is desirable for as many different students to participate in discussions, not always the same few people. You can encourage this by using methods for engaging your students. As the ...
An interim evaluation is a very useful tool for improving your teaching. Instead of waiting until the end of the semester to get students’ feedback, you can respond to comments and criticisms right away. That does not mean that you have to throw your existing plan overboard. Small modifications can also improve the learning process. This shows that you are taking your students seriously and often gives a big boost to their overall satisfaction. It’s also a way to prevent unexplained ...