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Just started teaching algebra yesterday. I have two classes, at 1pm and 2pm, of 30 students each, which is more students than I've ever had at one time (or per class). I had them make "nameplates" out of index cards. and took their pictures while they worked through a couple problems; I was pleased to discover that the names were actually readable in the resulting photos, as my pictures tend to be rather blurry due to an unsteady hand. The pictures were good because I was too busy worrying about what I was saying to pay attention to who was in the room! :) I was physically exhausted after the 2 hours. Did I mention that the two classes are in rooms three floors apart? I'm trying to change that. Anyway, large classes always seem to physically exhaust me (but in a good, wholesome way).
My biggest problem was that my materials were very disorganized, and when I was done with the later class it took me a while to stuff everything back into my bag and get out of the next person's way. (It was a lot like some nightmares I've had, where I am frantically trying to gather all my things in time to catch a train/bus or whatever.) I spent part of today at Staples trying to figure out how to better organize myself. I thought about buying a briefcase, but it was a little too small for what I wanted, and so being cheap I settled for some color-coded folders (5 cents each) and two pencil cases to hold the nameplates. Another part of the problem was that I was hauling everything around with me, including my bicycle helmet. I also wrote to the Assistant Dean to ask if there were any lockers for adjunct faculty, but no such luck; nor did she offer to let me keep my stuff in the Arts and Sciences office while I taught, though I didn't ask. There is an adjunct office (one office for 31 adjuncts), so I may just get a box, put my name on it, and keep the box in there. Anyway, I think giving adjuncts their own lockers at least would be a good idea.
So I'm teaching units and dimensions tomorrow. I have a rough outline; I should work on it some more now but I don't wanna. sigh. It's funny, because going into Monday's class I was afraid I'd end up not having enough time to cover what I want to cover in this class; now I'm worried they'll complain it's too easy, like some did with Monday's class (scientific notation). I'm going to introduce a tool I've used in previous classes with mixed success: cards labelled A, B, C, and D for each student, and multiple choice questions during the class which they answer by holding a card up. It's a way for me to gauge whether everyone understands the material, rather than just the most vocal. The system has fallen apart on me twice in the past, but those were smaller classes; in a larger class where we can't have a pseudo-seminar, the method might be more practical.
My biggest problem was that my materials were very disorganized, and when I was done with the later class it took me a while to stuff everything back into my bag and get out of the next person's way. (It was a lot like some nightmares I've had, where I am frantically trying to gather all my things in time to catch a train/bus or whatever.) I spent part of today at Staples trying to figure out how to better organize myself. I thought about buying a briefcase, but it was a little too small for what I wanted, and so being cheap I settled for some color-coded folders (5 cents each) and two pencil cases to hold the nameplates. Another part of the problem was that I was hauling everything around with me, including my bicycle helmet. I also wrote to the Assistant Dean to ask if there were any lockers for adjunct faculty, but no such luck; nor did she offer to let me keep my stuff in the Arts and Sciences office while I taught, though I didn't ask. There is an adjunct office (one office for 31 adjuncts), so I may just get a box, put my name on it, and keep the box in there. Anyway, I think giving adjuncts their own lockers at least would be a good idea.
So I'm teaching units and dimensions tomorrow. I have a rough outline; I should work on it some more now but I don't wanna. sigh. It's funny, because going into Monday's class I was afraid I'd end up not having enough time to cover what I want to cover in this class; now I'm worried they'll complain it's too easy, like some did with Monday's class (scientific notation). I'm going to introduce a tool I've used in previous classes with mixed success: cards labelled A, B, C, and D for each student, and multiple choice questions during the class which they answer by holding a card up. It's a way for me to gauge whether everyone understands the material, rather than just the most vocal. The system has fallen apart on me twice in the past, but those were smaller classes; in a larger class where we can't have a pseudo-seminar, the method might be more practical.
