“When the task is done beforehand, then it is easy. If you do it hurriedly and carelessly, it must be hard.” (Cleary, 1989, p. 5)
There is much to be gained from preparing for a class session by meditatively contemplating what works well, previous mistakes made, the nature and needs of your students, and your goals for the session. This process is separate and different from the usual content preparation. We recognize, however, that the realities of academe often preclude this process, and we do not fault teachers who cannot prepare before each class session, ideal as that may be. Often, faculty have rushed from a meeting, were delayed getting to campus by family matters, or were engrossed in writing and looked at the clock a bit late. They now have a class to teach, and in the few minutes that remain, if any, “best” preparation is difficult. Some teachers might think about their classes only once a week, and others might think about them even less frequently.
To encourage and help such efforts, we present the types of preparation teachers might do before a class session. Interestingly, we found nothing in the teaching literature on preparation for individual class sessions.
Intellectual Content: Findings, Ideas, Theory, Methodology, People, and the Like
Whether the class session involves a lecture, discussion, or small group work, a teacher must be familiar with the day’s intellectual content. New teachers often work harder at this, whereas experienced teachers may need minimal review. Nonetheless, a close reading of the day’s lecture notes or discussion
points may illuminate nuances previously overlooked or forgotten. We recommend this practice, regardless of the teacher’s experience level.
Equally important, we believe, are the purposes to which the content will be put. Questions such as the following should be considered and prioritized, and decisions should be made.
- Why am I addressing this material at this juncture of the semester? Where are we in the semester and in the course’s progression or module? What “…links, umbrellas, and frameworks…” (Gleitman, 1984, p. 425) can be emphasized? How will I provide transitions between this content and what went before and what will follow?
- How does this day’s class help students move closer to meeting course goals as stated in the syllabus? What course themes might be touched on or discussed?
- Why is this day’s content important and how will I convince students? Do I want to ask them about its importance, and how long should I spend doing so?
- What is the single most important point I will make today? Second most important? How can I best communicate the importance of these ideas?
- Is there an emotional component to the upcoming class? How do I expect students to feel, and how do I want to go about entering their affective world?
- How does the class relate to students’ lives? Are there topics that should be especially relevant to what they and their friends, family, and peers experience?
- How will I conclude the class and prepare students for the next one?
Making Class Fresh – The “In the Moment” Teacher
You will be more focused and energized if you focus on today. “…When you think you will be on the job forever, then trouble starts” (Cleary, 1999, p. 86). Fatigue vanishes and distractions disappear when teachers are mindful only of the present.
There is an applicable adage from psychotherapy: “If the therapist is dead or not present psychologically, treatment does not go well.” What can teachers do to stay fresh, focus their attention on the task at hand, and communicate enthusiasm to their students? If you are bored, what can you expect from your students? Pretend you are a student in your own class and that this is the first time you are exposed to today’s material. What would you expect? What would “grab” you or confuse
you?
- Pretend you are teaching today’s class for the first time. Keep in touch with the “wonder” of psychology. Remember the awe, satisfaction, hope, appreciation, and revelation you felt when you first taught. It should not be “work” to teach the upcoming class, nor should it be a problem or drudgery (Carroll, 2004). Such thoughts and feelings take away teachers’ purpose and resolve.
- If you were engaging in peer review of teaching, what would you advise or think about today’s class period if you were the reviewer? What would be its strengths and weaknesses?
- Remind yourself that in class no one can email you and there are no phone calls — your only obligation is to teach. It may not only be the most important task of the day, but it may be the most focused and the least interrupted, and, for a change, you will only be doing one thing at a time.
- Vitalize yourself. Go outside, even if just to walk around your building for a few minutes. Aren’t you tired of your office anyway? It is amazing how seeing things from a different physical perspective changes one’s mood. If you have energy, you will bring it to your students. If time is short, a few brief exercises (push-ups, deep knee bends, etc.) can get your blood flowing before class.
- Depending on how your day has gone, you may want to compose yourself. Turn off the lights in your office for a few minutes. Do some slow, deep breathing, meditate, and think of nothing. Luxuriate in the stillness. Teaching asks us to give a lot to others; we need to give something to ourselves. Try to be still at least once a day at work.
- Exercise your voice, especially for a large class.
(to be continued)
Barry Perlman is a Rosebush and University Professor in the Department of Psychology at the University of Wisconsin- Oshkosh. He has taught for 31 years and has edited Teaching Tips for 13.
Lee I. McCann is a Rosebush and University Professor at the University of Wisconsin-Oshkosh, where he has taught for 40 years.
Source: https://www.psychologicalscience.org/observer/preparing-for-a-class-session
Editor: Simon Peel
