I teach a somewhat dry subject matter so my students tend to get bored quickly. Adding humorous stories from the field keeps them attentive and asking questions. I do NOT use vulgar or clownish stories but real life anecdotes from customers I have known.

Does anyone else feel the butterflies on the first day? I guess when we don't feel anxious about meeting that new class we should examine ourselves and renew our committment as instructors. RAB

How about creating a atmosphere of competitive learning?

You must be well prepared to teach this class. Your students are looking at you as a mentor to what they want to learn. You better have new things for students to learn or they will not respect you as an instructor.

I am lucky in the fact that our ed instructor Walt has mentioned this time and time again to us as to the way we should be teaching our Classes in so doing has given me a head start on this important lesson.

The word testing tends to have a negative conotation, although in recent years testing modules have become more learning style oriented to provide a better environment for the student.

Too often individuals are focused on receiving a good evaluation that they fail to see the true goal of a factual evaluation system. Evaluations are really just a benchmark to identify where you are in comparison to the goal or standard set. But many (myself included) tend to take evaluations personally.

As a current student working towards my undergraduate degree in business I have found that the best question techniques create a environment of open discussion rather than a drill Q & A. The additional stress of a drill causes individuals to question their answers, even if they do have the right answer.

In my opinion probably one of the most important components of being all the things that encompass being an affective instructor. Knowing who you are gives you the reassurance and confidence needed to be a Model, Motivator and an effective Manager. The more I do this job the more I find out about me and my abilities. I think it helps, do you agree?

Many times I have told students what they will be doing in lab only to have them ask me once they are in lab" what are we doing here". I tell them the instructions,I write the instructions on the board and tell them to write them down, or give them a handout with the instructions on it.

I don't do handouts unless it's something they are supposed to be working on. If I am lecturing and I need their attention, handouts and components being given out or circulated can divert the students attention.

When a student walks into a new classroom,he is full of questions...How hard will this class be? Will the instructor be tough or easy...Will I be accepted and do well? All of these concerns will be answered during the first class meeting, and the instructor, whether he knows it or not,will answer them. The instructor sets the "mood" of the class-his or her attitudes set the environment for learning-or failing to learn. Therefore it is essential that the instructor,first of all,know what kind of atmosphere he wants to create.

Our institution encourages us to post our syllabus and not hand them out the first class. This is not a bad thing but it does not follow the CEE template that was just highlighted in test three.

How do you or will you prepare for your first class meeting of a new course?

In an undergraduate chemistry class, I had an instructor walk into class with a canister of liquid nitrogen and pour it out onto a plant on the floor. After the cloud of gas disappeared, he snapped off a bit of the plant and threw it onto the floor. We all watched in amazement as it shattered on the floor. Through this process, he never said a word. As soon as our oohs and ahs subsided he began presenting the course material. I have tried to adopt a similar (yet less dramatic) approach to the first class meeting. A simple demonstration of a task that the student will eventually become proficient at has served as a good tool to generate enthusiasm and get students in the mood for learning.

I liked the motivation topics and wanted to add that some people like to view their job as just work but (in my opinion) we are so much more then just knowledge delivery devices. In some cases we have students that are in fact looking for mentors and role models. I ain't saying that we should get the SSN's and claim them on out taxes but the job is really about people and helping them.

Preparing to teach a new class can be difficult as one hones in on what to say and what not to say but I have found the prep stage to be the biggest aid I have to get it right the first time.

On the first day of a new class, be sure to get plenty of rest and sleep the night before. Be that you have dressed professionally and that you project self confidence. By doing this I believe that the students will be impressed and will look forward to the course at hand. Is there any ideas on how this suggestion could be changed or modified?

I asked in an earlier forum but I feel this forum is more appropiate for my question.... I'm finding it difficult to get used to being called by my last name and wouldn't mind being called Ms. Annie (my first name). Is this too friendly or informal? About half of the instructors at my campus use their first names so I wouldn't be going against the grain but I do want to maintain the role of class leader. How do you prefer to have your students refer to you and why?

This is one area that I personally think is critical,we are setting an example daily to our students as to what is expected from the majority of employers, and for this I think we must lead first so they can follow. Do you agree?