What is a "friendly" class session?

I’ve noticed while observing other professor’s teaching and sometimes with myself, that adding a “friendly” element to a class session is a good thing. It sets the students as ease, shows them that we are all in this together, and can take an individual student out of the self-imposed situation of thinking the professor links a grade to a face. Let me explain.

One day this week we had a snowfall. Our campus was especially beautiful for students walking to our building. I was disappointed with myself for not having my camera with me---because I wanted a photo. So I told my students to make sure they noticed the special beauty of the day….. and if anyone would sent me a jpg, I’d really like it. Then we went on with the class.

As the day went on I got friendly e-mails from students who had never talked to me before personally. As I checked their names, some were in a difficult grade position and struggling with the subject. Yet, this allowed us to discuss a “neutral” topic and agree. I asked these students to wave at me at the next class session…. and now I have a friendly face to go with the photo. We could agree on a topic...the weather! One student told me that he had never taken a moment to look closely at the scenery.

Attached is one photo sent by a student. All of us (180!) walk over a little bridge with this view as we come and go. Rather beautiful at any time of year, but truly special with fresh snow.

So, adding a friendly touch is a good idea. Try it!!

What is a "bad" class session?

You knew it was coming……. What is a “bad” class session?

Again, this is a simple, but complex question and I don’t have any concrete answers. Perhaps it is just in the eyes of the beholder. However, here are some elements that contribute to a “less than prime” class session.

Students are disengaged. The day after a mid-term exam clearly means that the students are not focusing on the “new” or the “old” material. They have not read ahead and they are may be preoccupied with the results of the exam. They may be fearing a bad grade or excited in anticipation of a good one. Attendance is down (unless the word is out that the exams will be returned at the end of class) and those present are in body only!

Often Fridays are a hard day to teach, but when the students get to know me, they know that I ALWAYS do something important on Fridays. Yes, it is true. In the real world, people work a full week…. And students need to learn sooner rather than later that Fridays are a work day.

Equipment mal-functioning can be a factor in a “bad” day, but I have some back-up plans. Normally I have at least one photo/diagram that can help if the video equipment isn’t working. We have a problem in that sometimes the previous user makes settings that can only be reversed on complete start-up. And sometimes, I do have to restart, but it is a distraction for the presenter and contributes to a bad day. It happens to all of us.

The reason I have this as a blog topic is that RECOVERING from a bad day is essential. What can you do? Make sure the next class goes well! Be super prepared, have all bases covered, and take charge. Normally students are forgiving when the inevitable “bad day” happens, but a good recovery is essential!

What is a "good" class?

What is a "good" class session?

This is a simple question but one for constant reflection for the professor. In fact, I suggest that a continuous self-evaluation is important for a professor at any career stage.

I find this an interesting question and I cannot say that I have an answer. However, I can certainly say that I do know when we’ve had a good class, when it was OK, and when it didn’t work as planned. I might term the “good” class with an analogy to the famour Tiger Woods “fist pump” moment. “Yes, that worked!”

In the past week, I’m had two classes (out of eight) that had a specialness that I classify as “good,” most were OK, and one was less than I would have liked. Why, why, why?

In one class, it clearly was the interaction with the students. Early in the class, a student asked a question that opened up a lot of things I had intended to discuss… but I did them in a different order than planned! And I liked it. I know that m enthusiasm peaked and I probably was able to link concepts together in a new way. I enjoyed it, the students were engaged, and I left feeling very energized! (I’m assuming they did too.)

In another class, it was actually an error. I was working a complex problem (one I’ve worked many times) but it took an interesting twists--- and for a second, I did a second look and it wasn’t working out. Then I took a different approach and it worked with a check! A new approach to an old problem.

I’ve noticed that these special class sessions do not happen in the first two weeks of the term, because it takes a while to establish communications with the class and to have shared common material. Linking concepts that have been well developed begins to occur in the third week. These are exciting and special times.

The commonality in my opinion is the freshness of a class---student interaction, or perhaps a newness for the professor. Powerpoint slides can have good information but do they provide the ability to be responsive? …… think about it, what happens when you depart from your notes? Give it a fresh approach.

When I feel connectivity with the students, these are very special teachable moments and contribute to a good class session. What is your definition of a good class??