William Warders

I mostly teach math based courses such as quantitative methods and statistics. Lectures for these courses can be very dry. I try to break them into short segments and then go on to some other activity such as a hands on problem solving exercise. We use Excel as the problem solving tool. After lecturing on the content, I will have the class switch over to Excel and I can walk them through the steps necessary to solve the problem. During this phase, I make it a point to move around the classroom so that I can interact with individual students.

I agree that first impressions are vitally important and begin the minute the first student walks through the door. I always arrive early on the first day of class to see that everything is set up the way I want it and that the media (computers, overhead projects, etc) work. This semester I am teaching a class that I have never taught before. Therefore, I spent the winter break making sure that I had everything ready to go when the first day of class arrived.

I have found that students are typically very interested in how their work will be graded. They will spend as much time discussing this during the first class meeting as anything else. I, therefore, include a fairly detailed discussion of the grading system into each syllabus.

This can a very difficult area for many students. sometimes they use inappropriate language in the class room. On the other hand they can be offended when the instructor does so. I have had students comment to me on other instructors use of rough language in the class room. The consensus (at least from the ones that I have spoken with) is that they not only find is offensive, but that they recommend other students to stay away from these instructors if at all possible. We, as instructors must always remember to conduct ourselves as professionals.