Date: Mon, 28 Jul 1997 23:14:26 EDT From: "I thought love was only true in..." Subject: Re: TECH: Class preparation, etc. Hi, Laura. I'm not going to try to do a detailed commentary, mostly because I don't think you need it. I do have a triplet of comments, though. Second, I have managed to forget exactly what kind of class you are running. Is this class face-to-face or online? The difference is that for a face-to-face class, I find it is practically imperative to have extremely clear points, and to limit strongly the number of points (if you can use seven plus or minus two in writing, stick with three plus or minus one in oral presentation). Even with a written online class, I urge being blatantly obvious about the points you are making. One format that works well is the question, discussion, summary pattern. I would go back through and pick out the key point for each section, then put it in a very simple, clear statement. I.e. organize. First, though, before anything else happens, consider hooks. Catch your audience in the very beginning, then keep your audience intrigued and wondering (little questions, little puzzles, all the tricks and diversions you can think of), and leave them with a climax that puts them on the edge of their seats, holding their breath, ready to faint, and... [tweak the tension up! let them wait a little while you explain that this kind of cliffhanger tension is built around starting something which intrigues the reader or listener, then carefully withholding the resolution for a while. Lack of closure is a powerful writer's tool, as long as you don't wait too long and can provide something that really does give the reader a sense of completion, of fulfillment, of realization.] finish with a bang! or at least something memorable, something that provides them with a metaphor or summation that they can easily grasp. I.e., make it interesting. Third, especially with face-to-face, plan on breaks. Let the students talk. Ask a question--and wait for the answer. I find this INCREDIBLY hard to do myself, but if I'm patient and wait, someone usually will pipe up. What happens here is interesting, because if you give them a chance, the students will provide some great material--and later tell you how much they liked your class. The problem I usually get into is that I've prepared about two hours worth of material for each hour, and even after a great discussion (chewing up most of the time), I often get anxious and try to jam all the material out there. DON'T DO THIS! Relax, and save the extra for the next time. Just make sure the main point(s) -- both the ones you thought you made and any extra ones from the discussion -- are summarized, and thank everyone for participating. I.e., let your students participate. Hope this helps a little. And don't worry, the students are going to think you are the best teacher they have ever had! tink ------- End of Forwarded Message