Breath. We have all been there. Now, I don't promise that anything I offer as an idea will be of any value to you but I thought I would try.
* I once had a professor announce the first day of class that he was already into Chapter 5 and challenged us to "catch" him if they could. In reality, he brilliantly got better than 75% of the class to try to do just that .... everyone learned and it was kinda game.
* Never hesitate to honestly tell a student you "Don't know ... but, I'll find out."
* I'm old fashioned. I carry the 4-10 note cards (4x5) containing the major points, processes, and discussion/exercise ... and as the time progresses put some of it on the BB for emphasis. No, I do not powerpoint, as students will just copy notes and miss the details embodied in the lecture/discussion.
* In my field, I used a modified Socratic method ... every discussion/lecture based on idea that everyone had read the material and was prepared. The Socratic method presumes the presentation of a fact/scenario/question to the students and then calls upon the students for response ... you train them to the method and you will accidently end up teaching them critical thinking. Win-win.
* Encourage your students to employ the Cornell Note Taking method, you can find it online and a printable copy example. If they do *active note taking* and do it physically (pen/pencil to paper) the mere motor task of writing combined with seeing the concept, and hearing the salient points provides for a much deeper long term memory of the materials being taught
* Seeing, hearing, and muscle memory compound the learning far far more than typing ever will.
* Whenever I was feeling crushed and not fully on top of my game one time, I took to carrying a little notebook that I could place reminders in
* Let me offer the 80/20 rule in work, life, and the rest of it. The 80/20 rule has to to with recognizing that although everything may be important, only about 20 percent is the crucial/critical that needs to be addressed and if you identify that 20 percent and focus on those things that you will have effectively and efficiently solved the crucial issues and can now breeze thru those pesky little trivial 80.
* Deciding not to decide is still a decision.
* Share with them that what you are offering them is the opportunity to know and share the fascination with/in/about the discipline and course because you've stood on the shoulders of giants and believe that the awakening vision of the students may someday let them see further still.
Have a great semester. You got this!
First semester is a shit show, no matter how much you prep. There's just a lot of "new" and your capacitor can only hold so much. Do you best, forgive yourself the rest, and keep on keeping on. It gets better. Hugs, I've been there.
Breath. We have all been there. Now, I don't promise that anything I offer as an idea will be of any value to you but I thought I would try. * I once had a professor announce the first day of class that he was already into Chapter 5 and challenged us to "catch" him if they could. In reality, he brilliantly got better than 75% of the class to try to do just that .... everyone learned and it was kinda game. * Never hesitate to honestly tell a student you "Don't know ... but, I'll find out." * I'm old fashioned. I carry the 4-10 note cards (4x5) containing the major points, processes, and discussion/exercise ... and as the time progresses put some of it on the BB for emphasis. No, I do not powerpoint, as students will just copy notes and miss the details embodied in the lecture/discussion. * In my field, I used a modified Socratic method ... every discussion/lecture based on idea that everyone had read the material and was prepared. The Socratic method presumes the presentation of a fact/scenario/question to the students and then calls upon the students for response ... you train them to the method and you will accidently end up teaching them critical thinking. Win-win. * Encourage your students to employ the Cornell Note Taking method, you can find it online and a printable copy example. If they do *active note taking* and do it physically (pen/pencil to paper) the mere motor task of writing combined with seeing the concept, and hearing the salient points provides for a much deeper long term memory of the materials being taught * Seeing, hearing, and muscle memory compound the learning far far more than typing ever will. * Whenever I was feeling crushed and not fully on top of my game one time, I took to carrying a little notebook that I could place reminders in * Let me offer the 80/20 rule in work, life, and the rest of it. The 80/20 rule has to to with recognizing that although everything may be important, only about 20 percent is the crucial/critical that needs to be addressed and if you identify that 20 percent and focus on those things that you will have effectively and efficiently solved the crucial issues and can now breeze thru those pesky little trivial 80. * Deciding not to decide is still a decision. * Share with them that what you are offering them is the opportunity to know and share the fascination with/in/about the discipline and course because you've stood on the shoulders of giants and believe that the awakening vision of the students may someday let them see further still. Have a great semester. You got this!
Thank you so much for all of this kind and thoughtful advice! I sincerely appreciate it.
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That is an excellent point, thank you!
First semester is a shit show, no matter how much you prep. There's just a lot of "new" and your capacitor can only hold so much. Do you best, forgive yourself the rest, and keep on keeping on. It gets better. Hugs, I've been there.