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  3. The first day of class is a very important time for faculty to establish a tone for what will happen the rest of the term. It is

The first day of class is a very important time for faculty to establish a tone for what will happen the rest of the term. It is

admin2010-09-06  23
问题     The first day of class is a very important time for faculty to establish a tone for what will happen the rest of the term. It is appropriate that a teacher reflect on just what climate and first impression she/he would like to establish. This article offers some ideas about that important day.
    Reflecting on the first day of class, McKeachie suggests that "meeting a group of strangers who will affect your well being, is at the same time exciting and anxiety-producing for both students and teacher". (46)Research on the first day of class by Dr. Bush showed there was a real desire on the part of both students and teachers for connectedness, but neither group realized the other shared that desire. If the participants on both sides don’t understand how to develop their relationships, learning will be diminished(减少,变小). If you have experienced some anxiety about this meeting, planning some specific steps can not only reduce that feeling, but can get students to share in the sense of purpose you hold for the class.
    Some faculty avoid the "first day anxiety" by handing out a syllabus, giving an assignment, and dismissing the class. This only postpones the inevitable. It also gives students a sense that class time is not too important. (47)Most of all, it loses the opportunity to use the heightened excitement and anticipation that students bring that day, the chance to direct that excitement toward enthusiasm for the class.
    What can you do to establish a positive beginning? (48)How can you make sure students’ attitudes toward you, the course, and the subject matter will support a constructive learning climate for the semester? The following ideas have been gathered to stimulate your thoughts about these questions. Perhaps you will think of others, but the following are things which could contribute to this goal. They are not in a particular order, but can be sampled to fit your own preferences.
    Conveying a sense of enthusiasm for the content is also very important. Scholl Buchwald suggests that professors "Rarely need to impress students with our command of the material. (49)What is not always clear to students is whether we are interested in the subject and whether we will be able to help them become as competent as we are". He suggests that one way to demonstrate enthusiasm is to talk about yourself and your own excitement about what you teach. What intrigues you, and what could interest them?
    (50)Another approach is to give a short lecture or lead a discussion to stimulate interest in the problem-solving that this subject matter could enable students to do. Consider core ideas, typical problems in the field, Cutting-edge discoveries, commonly held myths, provocative insights/interpretations or other stimulating insights into the field. Do you have slides or videotapes to enhance these images of inquiry? What interesting, related research is going on here at UNL? How might this have impact on their lives? How can you relate these ideas to their own experiences? Perhaps an interesting experiment or problem to solve can introduce the field.

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答案学生们并不总是清楚我们是否对该课程感兴趣，我们能否使他们变得像我们一样有能力。
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