Gary Meers, Ed.D.

Hi Jan,
I like all of your ideas about how to make each class unique even though the same content is being taught. I to teach back to back same classes and I have to use strategies like those you listed to make sure I am consistent and giving the same information out to each class. As you know it is easy to think you have already given out that information to that class when you haven't and this is when frustration starts to build.
Gary

Jan Meigs

Paper ice breakers like Dr. Gary mentions; no seating chart the first day; student self introduction to include one surprise item; and non traditional arrangement of the classroom are a few of the different ways I have started and ended a class the first day.

I always like to be prepared with a "Plan B" and often a Plan C and D in case things do not go as I anticipate. Being flexible the first week of a new class is necessary, as each class settles down you will be able to recognize their needs and strengths. Each class is different (in my case ages, mix of male to female, skill levels, years of experience in the field, professional expertise) and what worked in one class may not work in the other.

I have had to teach three classes back to back of the same subject - the checklist mentioned in the reading is very helpful to be sure I shared the same important things with each class.

I also kept a color coded folder for each class so I could keep them separate at a glance with tests, quizzes, and handouts that color.

Anything that worked well in the first class I wrote down to perhaps use in the other classes - if I found errors in my handouts, if we changed the assignments, if an assignment took longer than expected, etc.

Sharlene dela Rosa

Thanks Dr. Meers... this is a great idea. I'm going to start looking for those ice breakers :)

Gary Meers, Ed.D.

Hi Santos,
I like to use fun but focused icebreakers to start the class. These icebreakers can be social ones, that deal with the students getting to know each other or focused ones, that deal with the course content. For example, you can develop a Bingo card with symbols unique to the field and have the students spend a few minutes working in groups to fill their cards out. It gets them talking among themselves, gets cooperation started, and they are learning key words or symbols they will be using throughout the course. Once you have completed this activity (15-30 minutes roughly) you can then call the class to order and start going through the syllabus and course requirements. By this time the class will have settled in and you will have started getting comfortable with them.
Let me know how this works out for you.
Gary