So I'm going to teach a college class. Advice needed.

[MandaJo]

Teach the students in front of you, not the students you remember being, or the students you think you deserve.

Every time you catch yourself thinking “it’s not my job to . . .” stop and make sure it really isn’t not your job.

Remember that what you saw as a student was the tip of the iceberg: most of the work of teaching is in the before and the after. Some teachers take a while to realize this.

Don’t let things you don’t like keep on going by until you reach your tolerance point and snap and suddenly hold your ground on something that’s really very trivial (i.e., kids not paying attention and on their cell phones for several weeks, you get more and more annoyed and suddenly jump all over one little girl who slips someone a note). You’ll look (and feel) like an idiot and there’s no easy way to regain your dignity.

[Hippy_Hollow]

@Thudlow_Boink

Three hours at a time is a long time for a math class, and the dangers of Brain Overload are very real. Here’s some advice specifically aimed at that:

Have one or two 5-10 minute breaks in the middle of class. You don’t have to decide ahead of time exactly when these will be (make them when you come to a good stopping place), but announce how long they’ll last, and start in again when the time is up.

Don’t spend the whole three hours doing the same sort of thing (like lecturing) the whole time. Break things up a little. Do different kinds of things. After you explain a new topic, give them a chance to practice it, individually or in groups or in a back-and-forth discussion with you.

From the beginning of the semester, have a schedule planned out so that you know which topics (or sections of the textbook) you’ll have to cover each night. Some of your students, and quite possibly you yourself, are going to get tired and be tempted to call it a night before 8:30 rolls around. Checking where you are against where you’re supposed to be will help you know whether you can afford to do that (and help you justify not quitting early if you’re not ahead). ETA: If you finish significantly early more than once in a great while, something’s wrong. Go back and make sure your students really understand what you were trying to teach them.

Good advice. I teach 4-7 slots, so I also advocate for taking at least two breaks. One can be short and one can be a longer snack break.

Work in some group activities - but you have to structure the class so that people will get to know their peers. I think math is so often conceived as a solitary exercise and it’s a great way to get your students oriented toward problem solving vs. “getting the right answer.”

[Spoons]

@Crafter_Man

Spoons: Since you’re from Canada, I thought you would find this story interesting…

Yeowch! That would really kind of screw up a transcript. I see where the “D” part would drop off after a few years, though, so it’s not there forever. But I guess we’ll have to see what happens, and what its effects are. Thanks for the tip!

[Fretful_Porpentine]

Always start off with a puzzle of some kind on the board - starts the class with something “fun” to do.

Break the class into sections:

1. Lecture (20 minutes tops)
   2 Individual exercises (15 minutes minimum)
   3 Review (15 minutes or so)

Then do “group” exercises - have people work in two or three people groups to finish some exercises together. This helps those who might be slow to catch on when other students explain it (and often better than you can!)

Have one or two 5-10 minute breaks in the middle of class. You don’t have to decide ahead of time exactly when these will be (make them when you come to a good stopping place), but announce how long they’ll last, and start in again when the time is up.

Don’t spend the whole three hours doing the same sort of thing (like lecturing) the whole time. Break things up a little. Do different kinds of things. After you explain a new topic, give them a chance to practice it, individually or in groups or in a back-and-forth discussion with you.

I strongly, strongly second both of these pieces of advice. Three-hour gen ed classes are tough on both the instructor and the students. Switching gears relatively frequently and building in some time for students to interact with each other are good ways to help them stay engaged.

Also, there are some special challenges that go along with teaching nonmajors. People who teach at the college level tend to be “naturals” at a subject, and sometimes it’s hard for them to see the stumbling blocks that trip up non-naturals; also, students who are feeling intimidated by a subject may find it hard to ask questions in front of the class. Build in some ways to figure out where your students are struggling (e.g., you can pass out index cards five minutes before the end of class so they can write down questions anonymously, and then respond to them at the beginning of the next class).

Keep an eye out for places you can draw connections to other fields. I expect this is probably harder in math than in the humanities, but if there’s an interesting piece of art inspired by one of the concepts you’re teaching, or a practical application that’s relevant to students in other majors, take a few minutes to tell them about it. (Also, check YouTube for relevant video clips; students love it, and there’s often legitimately educational stuff up there.)

[DMark]

@Jake

"Have fun - and try to make your class fun as well! "

Hey DMark, where were you when I was going to college?
I bet your classes were jammed!!
It’s really encouraging knowing that we have instructors out “there” as competent as you are…

Thank you, jake!
As a matter of fact, at the end of each quarter, students have to fill out an evaluation of the course, content and the instructor. I humbly am proud to say my classes have constantly rated me 90% and above, and have had a few classes give me a solid 100% approval ratings - almost unheard of at this school.

I have mentioned several times on this board that way back when I started teaching, a really great group of teachers and I came up with the concept that to keep students, keep them interested, and to make life easier for us, we would always leave the faculty lounge with the chant, “It’s showtime!”

Even today, I still mentally scream to myself “it’s showtime” before every class and always enter the room with a smile, have a few words with each student, crack a joke if possible and start off with a question to get them thinking.

And Crafter_Man, I have taught 5 hour classes.
To be blunt, they are a bitch!
You have to think of the students - the poor schmucks probably have arrived after working a shift, or driving in from a distance, or both - some are hungry, most are tired and, sorry to say, I doubt more than 20% are eager to learn math for 5 hours, if that. Your job is to keep them awake, keep them interested and make the time fly.
Varying up your approach, taking little breaks and doing something off-the-book, and fun and interesting, will keep them coming back. And please, please, please - do not speak in a monotone, do not read from the book aloud for page after page, and if possible, never sit down! Keep moving…walk from student to student, have them go to the board and write something.