Skip to main content

First day jitters

Classes start tomorrow and I'm feeling oddly anxious. For some reason, I seem to be having a particularly hard time getting mentally into 'school mode' - I've been saying for the last week that it just doesn't feel like it's time to start classes yet. I think my problem is that we are starting a full week before Labor Day; the last few years, I think we started on Wednesday or Thursday so I had to be on campus for advising and such for a few days at the beginning of the week before starting classes and could get mentally prepared. Although I was on campus a few days last week, it just doesn't feel the same...

I'm always a little bit nervous for my first classes of the semester, though the nerves generally go away as soon as I start talking. I remember feeling like I was almost going to throw up before walking into the 500-seater the first time. It helps when I already know students in the class; last spring, about two-thirds of my writing class were students I'd had in the data class already and I think that was the most relaxed I've ever been in a first class meeting. Deep breaths and chocolate help too... I do wonder if this ever goes away. Maybe it's a good thing - as one friend put it, "You probably wouldn't feel nervous if you didn't care."

Whether you get first-day jitters or not, I hope everyone's fall term gets off to a great start!

Comments

Popular posts from this blog

THE podcast on Implicit Bias

I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching.  Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu...

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...