Dear Son,
Don't do all the talking on DAY 1. This will be hard to do, but it is really important that you involve your students in what you are doing. Here are a few examples.
Introducing Yourself
Introducing yourself is an important part of teaching. This is a chance for you to tell the students who you are and why you are there. I would suggest you involve your students as much as possible in this process. It is fun for the students to participate.
Here is the activity. Explain that this is not a grade and that they are not going to turn this in. They are going to answer a few questions about your background on their own. Then they will have a chance to talk with others about their answers. They may change their answers at any time. Then a few students will be called on at random to give their answers. Again, students can change their answers if they choose. Lastly, you will discuss the actual answers with the students giving some background on each one.
1. Have the students take out a sheet of paper and fill in their best guess at the questions. Do this alone at first. This will not be turned in and is not a grade. Give approximately 1 minute to do this. Give them a 30 second warning.
College(s) Attended?
How Old Am I?
What jobs have I had?
2. Give them 30-60 seconds to compare with the people around them. Yes, the students can change their answers.
3. Call on a few students at random (don't have students raise their hand, just pick one) to give an answer.
4. After students have given their guesses on each item then you give your answer to the question with some limited elaboration.
You could also do this same type of activity by reviewing your grading procedures. See activity at the bottom of the page.
Interview Questions
1. Create a random seating chart and place students in pairs or in a group of three.
2. Have students interview each other one question at a time. Ask students to remember the answers because they will be reporting out to the rest of the class later.
3. Give some time for students to interview each other.
4. Politely interrupt the students and give them some time to choose 2 items (besides their name) that they will share with the rest of the class about the person they are interviewing. Make sure the groups of three know who they are sharing for. A>B B>C and C>A
5. Now go from group to group having students share out their interviews to the whole class.
6. At the end of the student sharing time, you yourself should share out your own answers to the questions.
7. I would do this interview process every time you make new seats. I actually never gave students the option of where to sit. I almost always gave seats out randomly. Sometimes you will have a student who needs preferential seating so you will have to adjust the seating chart as needed.
Love you much son,
Dad
Grading Procedures
1. Have students take out a piece of paper and on their own fill in their best guess for these percentages. This will not be turned in and is not a grade.
Homework (Formative) ____
In Class Activities ___
Assessments (Summative) ___
2. Then give them a few seconds to compare with the people around them. Yes, the students can change their answers.
3. Call on a few students at random (don't have students raise their hand, just pick one) to give their percentages. Students are allowed to change their answers.
4. What you have done is peaked the students' interest by involving them. Now give them the actual percentages and why you set them at that amount.
3. Give some time for students to interview each other.
4. Interrupt the students and give them some time to choose 2 items (besides their name) that they will share with the rest of the class. Make sure the groups of three know who they are sharing for.
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