EDUCATOR’S CORNER
should be lifted in a cordial and friendly manner. Many educa- tion experts call it “breaking the ice.”
In his article “Getting Started” (Chemical Engineering Education, Summer 1995), Richard Felder remarks: “A rela- tively ineffective way is to stride into class, announce your name, the course, the course text, and start to write differential equations on the board.”
Remember that a class should not be a monologue, whether on the first day or on any other day. But the early days set deep impressions. Allow students to engage and ask questions. From time to time, ask students if they have questions, and treat each question in a meaningful and respectful manner. As the saying goes “no question is a stupid question in the class.”
Introduce the Syllabus and Roadmap Then comes the review of the syllabus and all its ingredients:
• Textbook (and other educational materials) and where to get them – to be purchased or provided by the instructor. Remember that no textbook is perfect. Do not criticize the author or the book. This will only dis- courage students and they will wonder why you have even chosen it in the first place. Spend some time on how to use the textbook (and other materials).
• Course content and learning outcome. Some informa- tion about the course content is absolutely necessary; however, do not go into details or use unfamiliar technical terms (jargon). Relate the course content to learning outcomes. We will learn how to identify some common minerals; how rocks form and transform from one type into another; what causes earthquakes and volcanic eruptions; and so forth. Make a concise and charming list of the general points to be learned.
• Assignments and exams with their deadlines and a timeline for the course.
• Grading scheme and how you measure the performance of students.
• A roadmap on how to succeed in the course: What do you expect the students to do to get an A?
• Canvas. Many colleges in the USA utilize the Canvas platform for uploading teaching materials, posting tests, communicating with students, and so forth. Explain how this system works and where students can find things you upload or ask them to do.
• How students can contact you if they have questions related to the course. And how they can contact the department, library or college if they need assistance or if they are required to perform specific tasks.
• Detailed syllabus must be posted on the Canvas ahead of the class (and also possibly handed to the students in the class). Use the same file or document to review the syllabus and its contents with students.
Ice Breaking and Entertaining
The above tips and advice are all important procedures and can be used as a checklist. However, the first day of class also faces subtle psychological barriers. This barrier of anonymity
Teachers are primarily teachers not entertainers; however, successful teaching also includes a certain degree of fun and entertainment. People love short stories. They also love visual materials. Play very short video-recordings related to what geology is and what geologists do (YouTube is a great source). Make your class teaching both informative and entertaining.
Geologists are lucky in the sense their subject-matter con- tains so many fascinating features – from gemstones and fos- sils to mountains and mines. Students will be thrilled to know how geology is related to the landscape, physical features, and natural resources of their enviros, cities, and states. Use some local examples to illustrate interesting facts about geology – a nearby volcano, fault, mine, mountain, lake, etc. There is no shortage of such examples wherever you live.
Some teachers use a problem-solving game to break the ice. Some teachers give a brief quiz test to attract the interest and attention of students to the course content. These are all useful; but they should not be overwhelming.
Make sure that students find you as a teacher who is objec- tive, fair, and positive, and they also find geology a relevant interesting science, not dry and hard.
End the class with appreciative and welcoming words: “Great job! Thank you all for your attention and participation. Our next class will be on X day. Looking forward to seeing you then. Have a great day!”
In The Intelligent Professor Guide’s to Teaching (1995), David Champagne remarks: “What happens between you and your students in your classroom or lecture hall depends largely on what you want to happen. How you treat each other
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Geologists are lucky in the sense their subject-matter contains so many fascinating features – from gemstones and fossils to mountains and mines.
and how you and your students feel about being in that place with each other is modeled and influenced by you.” This is actually good news. It means that you – the teacher – is in control. But it also means that the teacher should prepare well for the entire course, and particularly for the first meeting of class. Teaching geology is an enjoyable and also useful job. It is indeed a privilege to share the science of our home planet with young people who are builders of the future of human society on Earth. Teaching is an art that is perfected through experience. Therefore, what happens on the first day of a class
Jul.Aug.Sep 2021 • TPG 45
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