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Post by ObertonGluek on Jul 17, 2006 23:19:26 GMT 7
I've gone over it a million times in my mind. The first class. Everytime I think of it, I get a little nervous and think that maybe I won't be good enough. Maybe I won't be able to just "be fun" like I normally am? I'm not one to actually care, and I'm certainly not one to give up. But, the closer this gets, the more I just want it to happen and start. Like, right now. So, what do you talk about? A first class can't be a real "lesson", but just a nice, informal introduction of yourself, followed by questions directed at the students and maybe a group conversation about the differences between my culture, and theirs. Age differences of classes affect the subjects you talk about, and the level of English that the students might understand coming out of my mouth. As far as I'm aware, I'll be teaching anything from 6, to 16 year olds. I think I can just "be myself", but I doubt I'll be able to. At least not at the beginning. This is where training probably would've helped, but I'm not backing out at all. I'm still excited, yet a little scared.  ;D |
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Post by cheekygal on Jul 18, 2006 0:42:07 GMT 7
Hmmm that depends what age group you teach. And of course first class is always a class - you cant go on pulling the nicetomeetyou routine for the entire class (what if its 1,5-2,5hrs class??)
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Post by gretch on Jul 18, 2006 1:02:06 GMT 7
Don't know if you've searched the forum, but there's a lot of good ideas posted for first day lessons. It is a bit what you say, but you do need some sort of activity, as cheeky said.
This is also a good time to get a "feel" of their actual level and what your dealing with. Do a internet search, also, you'll get more ideas that you'll want! Just pick one's that you feel comfy with, and if necc, change it to suit who you are and your "style"
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Post by Dr. Gonzo on Jul 18, 2006 2:44:09 GMT 7
If they are college/uni kids, a letter of self introduction is a good start. Talk and chalk them through it, using yourself as an example. While they're writing, draw up a class seating plan, using their "English"/ pinyin names.
Knowing kids names is one of the most powerful tools in classroom management.
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Newbs
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Post by Newbs on Jul 18, 2006 3:42:28 GMT 7
OB you've not had a lot of experience standing up in front of the bloody brainless wonders lovely children hungry for knowledge with a real sparkle in their eye, right?
You're still in Pommie land, right?
How about a trip down to the nearest community centre or whatever and just volunteer to help out with a class or two? Try everything, make every mistake in the damn book, and then shake the dust of the place off your shoes in a week or two. Just my 2 jiaos worth.
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Post by Mr Nobody on Jul 18, 2006 8:43:02 GMT 7
I teach college kids, so some things are different. I find that students on the first day won't say much of anything, and understand very little. Their ear isn't tuned to each other's accents yet, let alone some weirdo speaking "foreign" at them. They need to tune it, so I don't teach anything too vital that won't bear repeating, for the first couple of lessons.
I do a lot of self intro, lay down the rules, tell them what the year has in store for them, and what my ideas are on teaching English, such as not teaching vocab or grammar and why their normal methods aren't working too well, what we are going to do about it, and that everyone is going to speak as often as possible. I try to get some to speak, try even sort of English Corner stuff, get them to ask questions. Usually about comparing Australia to China, but there is a lot of confusion about what western country does what. Eg, Thanksgiving day, Halloween, and things.
Gonzo, I am going to be using that seating plan idea next term. They haven't been in stable seating for all the time I have been teaching, but due to irregularities in their marking the roll, this is going to change from orders from the department, so teachers (ie me) can mark the roll instead. I will use that to my advantage in learning their names, which is normally a nightmare for me, but I will be able to if they stay in the same place.
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Post by Lotus Eater on Jul 20, 2006 21:01:29 GMT 7
It will depend on the class and the age group. But one thing you might be surprised at is the clapping as you walk into the room for the first time. Freaked me out when it first happened, but now I know that each time I have a class for the first time, or if I bring a visitor to class, there will be a spontaneous burst of clapping.
At uni level, my first class is half introducing ourselves - I talk they ask questions, they talk I ask questions. For Oral English classes this gives me a chance to figure out the level they are and how much I have to re-jig what I thought I was going to accomplish. I also lay out the rules and walk them through them and have them write and repeat them. Clear as a bell - not a chance to say they didn't understand.
Then I move into an activity. For Oral classes I make it a small group activity - they feel safer and you can also set up the rules for group activities - no speaking Chinese, help each other with pronunciation etc. Mr N is right - with 1st year uni students they don't understand each other's Putonghua - although they will have had 4-6 weeks military training at my uni to help them settle in before I get them!!
With lecture classes (Literature, Culture, any of the Business courses I've taught) I discuss what we will be covering, what they think they need from the course (gives me a chance again to rejig the course - this semsters Advanced Writing course I had planned to be a thesis and creative writing course, but the students wanted Business writing as well, so I could add that) and give a basic outline of assessment procedures.
That plus questions about the course usually takes up the first lesson.
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Post by Mr Nobody on Jul 21, 2006 7:30:38 GMT 7
Yeah, forgot that part, also talk about the course, and what they want, and how would they like it done. Usually, though, they don't say anything until halfway through the course, and say it after class, if at all.
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Post by icebear on Jul 25, 2006 1:44:10 GMT 7
For some reason I've yet to have any jitters set in. Teaching in front of 50 good for nothing kids? Who cares! Flying halfway around the world? Big deal! Taking a huge hit in pay to satisfy some cultural curiosity and wanderlust? Perfect! No plans for the future beyond next July? Ideal! Maybe it will all sink in and hit me like a sack of bricks as I set foot on the flight. Maybe I'm just too damn busy getting all of my affairs in order and working and enjoying my friends here as best I can. Maybe I'm setting myself up for a huge panic on day one... but I doubt it  I'm convinced the true shock will lie in returning home to the 'real' world. |
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Post by cheekygal on Jul 25, 2006 13:16:38 GMT 7
ok, how old will be those kids? how long will be the class? start from there. and actually trying and teaching as it was mentioned above - it is a good idea. make a simple plan of few activities you could engage students in. and work it from there. creat a friendly atmosphere, be open to them. after you are through you'll be able to analyze your negative and positive teaching points.
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gengrant
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Post by gengrant on Jul 26, 2006 0:28:26 GMT 7
Icy, it is very true that you can never go home again... I believe it was Robert A. Heinlein who wrote 'Stranger in a Strange Land.' A truer title for life after teaching/living abroad and trying to go "home" again has yet to be found, IMHO.  |
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Post by Mr Nobody on Jul 26, 2006 8:46:27 GMT 7
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Post by Lotus Eater on Jul 26, 2006 10:35:55 GMT 7
Heinlein wrote some interesting books until he side-tracked himself. But his treatment of women as characters was pretty poorly done. Some of his kids books were better than his adult books - especially the last few.
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Post by Mr Nobody on Jul 26, 2006 14:35:09 GMT 7
Yeah, well, in my opinion RAH hit his peak at Glory Road as a story teller, then next as a writer for Stranger in a Strange land, then proceeded to rapidly go downhill from there, with things like Time Enough for Love and others, especially those dealing with "the Families". The last few were a waste of trees.
Glory Road he wrote after a prolonged break in writing, from his mostly "juveniles" many of which weren't in the slightest juvenile eg Starship Troopers. After Glory Road, he next wrote Stranger, which led him into writing more 'adult' stuff - in the sense of not for kids - but he lost it with all that Old Guy/Young Girl sex and weird attitudes due to his fear of upcoming old age and death. Personally, not much after Stranger was worth reading once, let alone again. His idea of competency, though, I like, although it is a bit too much like Ayn Rand at times, or like E E Doc Smith's version, who does it better if shallower.
And critics liked the fact that his females were not the usual simpering types found in SF, but were often also competent. I can see that much. (NOT SCI FI BUT SF)
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Post by con's fly is open on Jul 26, 2006 21:37:28 GMT 7
Obby, if you have kids, start with this:
What's your name? (Sally)
How old are you? (I am 6)
Are you a boy or a girl ([giggle]I am girl)
'I am A girl' (I am A girl)
When you've gone thorugh them all, put on a blindfold/ big hat, and have your TA bring them all up to the front and scramble them. Try to get all their names. Shuffle, and do again. Then have the kids take turns with the blindfold until it's too easy.
Now they've all listened, talked, learned each others' names and had a good time. See you next class.
Adults: Write a tongue twister on the top of the board. As class begins, introduce yourself, and write your name just below the tongue twister, on the left. Then ask them one by one to write their names on the board, try to pronounce their name, then ask them what's their major/job. If you think they're up to it, ask them why they picked that major for students, where they want to be in 5 years for professionals.
Next, do the tongue twister with them. Sound out each word, then have them repeat it together, then each say it 3 times quickly.
If there's time left over, tell them what your favourite subject was in school, and your least favourite, and in both cases, why. Then have them do the same.
Homework (not real homework-this is just the intro- play homework): Next class they must be prepared to state their favourite book or movie, and explain convincingly why they love it.
Older kids? Like adults, but for the first Q after signing their names, ask them what they like to do when they've not at school, studying, sleeping or eating.
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Post by Missi on Jul 29, 2006 18:53:14 GMT 7
Another idea for an adult or a university class. Bring in a big roll of TP. Take one or two squares off, then pass around asking everyone to take some squares. I've never seen this go any differently, but they will take LOTS. So if you have a bigger class take a few rolls.
Then explain that how ever many squares you have that's how many things you have to tell the class about you. Good ice breaker.
For my high school kids, I go in and explain the rules in English and Chinese. I explain that as long as they follow the rules of the class everything will be fine. I also ask them to give me some rules that I have to follow (they also have to explain why). Then its time for some Q&A. I don't tell them anything about me until they ask a specific question. "Where do you come from?" gets the answer "I am from my mother and my father", "Where are you from?" I answer "I just came from the office". Its always the second or third question and its a little ice breaker from the serious part of the lesson- rules. Work first, play later.
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Post by con's fly is open on Jul 31, 2006 19:30:18 GMT 7
Good gimmick! I'll steal that.  Giving sneaky answers to vague questions is a good idea, too- stealing that as well! |
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Post by Mr Nobody on Aug 5, 2006 15:23:15 GMT 7
What's TP? Dunny roll?
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Post by Missi on Aug 6, 2006 6:53:13 GMT 7
you wipe your arse with it or blow your nose with the expensive stuff. Also works for covering trees.
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Post by George61 on Aug 6, 2006 7:25:32 GMT 7
Also works for covering teachers...Dave and Stil..   |
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Post by Mr Nobody on Aug 7, 2006 19:32:36 GMT 7
How did they get the marks off?
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Post by cheekygal on Aug 8, 2006 15:50:17 GMT 7
I suddenly lost my appetite...
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Post by AMonk on Aug 19, 2006 4:32:17 GMT 7
Hi Ober
Getting back to your original posting...
Garb yourself in the Invisible Cloak of Invulnerable Might and Teaching (Yeah, it does sound kind of hokey, doesn't it?)
Walk into the class like your OWN the joint...which you do.
Take charge from GetGo, and don't LetGo. ....It is well said by veteran teachers that you never let Them see you smile till the end of November!!! (If you do not have control over your students from the beginning, you'll almost NEVER get it, later)
Remember, YOU are their Teacher, you are not being paid to be their friend.
Of course, you don't have to be an SoB/B***h, or do anything that is an anathema to your personality, but you do have to Fair, Firm and Consistent in all your dealings with your students. Do not ever lie to your students; if you don't know, say so. Keep your word, no matter what....even if it kills you. Your honesty and reliability may be the only one they have met, until now.
Above all : Do Not Take It Personally!!!!
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Post by Lotus Eater on Aug 20, 2006 3:11:45 GMT 7
I think you've signed up for little ones, haven't you? With uni students I find I have to push and push and push them like hell to MAKE them talk and respond in the first few weeks - they are so dead scared of losing face they won't open their mouths. They sit there and expect you to provide all the information - they will write it down and never ask a question.
If you have older students you have to figure out ways of loosening them up so they trust you and the rest of the class not to laugh at mistakes or ridicule them, that mistakes are acceptable and even encouraged etc.
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Post by cheekygal on Aug 22, 2006 7:48:02 GMT 7
It is harder to earn respect of the elder ones. One of the most horrible classes I had this year at the primary school: I suddenly remembered how it is like to be 12-13 and I really wished I'd never have to go through that age again!!!
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;D
