Time Well Spent
In a 10-week cycle at our school, we will have, usually, 19 two-hour class meetings. Each cycle there are two holidays; one will fall on a Monday (or Wednesday, as in Thanksgiving eve)and the other will fall on a Thursday (or Tuesday, to allow for a long weekend. Thus the 19 meetings.
I say all that to say this: It seems to me a small investment of your class time to spend one full class period covering syllabus, textbook and class requirements, and getting to know each other. Some of my colleagues try to limit the getting-to-know-you portion of the class meeting to one hour, then start introducing course content the second hour. I find it's time well spent learning as much as we can about each other right away; that way, when we start on course content, we're all generally comfortable with where we are all going together, and how we're going to get there. It also helps those second-day adds or dirst-day-absents keep from falling too far behind the first day.
John
Hi John,
I like your approach. I start my classes the same way you do. The upfront time investment is well worth it, as it lets me get everyone settled in and comfortable with what is going to occur over the next few weeks. It really helps with establishing rapport with the students.
Thanks for the good comments.
Gary
I never thought about spending more than a few minutes letting the students introduce each other, and then getting into the course content. However, I noticed a couple of the teachers who are so popular with the students spend a lot more time doing exercises to break the ice.
Hi Kathleen,
That essential ground laying through introductions and ice breakers pays off in dividends throughout the course. They are well worth the time invested.
Gary
Hi John,
Well I understand your point of view and it makes sense; however, to me spending time the first day knowing my students, allowing them time to break the ice each other and with me, and setting up the general rules,goals and giving them an overview of the general course as well, has given me a tremendous feedback and a sensational general picture of my students and this resource has helped me in the class management tremendously. So in my case this first day is time well spent. Thanks.
Yuraima
I agree with you. It also gives the Instructor a chance to asses the students
I agree with you. It also gives the Instructor a chance to asses the students
I agree and do spend time getting to know my students. In some courses they need to get started right away. I am not at liberty to change the syllabus. Normally they have a lot of ground to cover and spending the entire first day on getting to know each other tends to put you behind.
I do, however, get to know my students. We tend to have a great rapport with each other. I try to incorporate some time (very little) to let the students let their hair down and let me know what is going on with them.
Hi Charlotte,
Sounds like you have a good approach to getting to know your students.
In ED 101 it should not be implied that you would spend the entire first class meeting with introductions. Just use an amount of time that will enable your students to get to know each other and yourself better. I teach in 3 hour blocks, so the first night of class I use 15 to 30 minutes to get the introductions completed and then move into the class functions and requirements.
Gary
I have found that the better everyone knows each other the more productive the students are and the more i can help the students that need more time i can give more instuction to keep them up to speed.
Hi Timothy,
Well said. When the students know each other better you are creating a cohort learning group. This really helps when they are working on common learning activities. They help each other and know how each other can contribute.
Gary
Well said.
If one of our goals is to make a safe and comfortable environment for accelerated learning what better way than to devote the 1st day to introductions and activities that will help them become more prepared for group/team projects. Too many students have the "I will do it myself" attitude. They need to understand that within the classroom there are (# of students) experts in something or another that may help solve problems.
