I don’t believe in New Year’s resolutions. Maybe that is
just because I have never been very good at keeping them, or maybe it is
because I think we are capable of change at any time of the year. In that
vein, I’m a big fan of “Beginning of the Semester Resolutions”; at the
beginning of most semesters, I have resolved to try something new in one or
more of my classes. Sometimes it’s been big undertakings like flipping the
classroom for all my classes or revising the entire content of a course. But
more often, I try to incorporate one new pedagogy or strategy into my teaching.
Last semester, I used the “Jigsaw Puzzle” approach to active learning when I
introduced the syllabus on the first day of class. I don’t know about you, but I
usually dread going over the syllabus as it can be one of the most boring parts
of the entire semester – and why start on such a mind-numbing note instead of
setting the tone that your class is all about active learning and sharing
information and skills? Basically, after distributing the syllabus, I divided
the class into five or six groups and assigned one part of the syllabus to each
group. The groups were asked to summarize their part of the syllabus, select one or
two of the most important pieces of information in that part, and come up with
one question. Each group then reported back to the class. It was a hit; nobody
was distracted by their phones, everybody participated, the students had to
talk to each other and get up in front of the class, where they also had the
chance to introduce themselves. Best of all, I didn’t have to listen to myself
drone on while watching the students nod off in their seats. I’m doing it again
this semester.
This break I have been thinking about names. I agree with Nichole
Igwe in her blog post titled “Getting Names Right; It’s Personal” (http://www.facultyfocus.com/articles/teaching-and-learning/getting-names-right-personal/)
where she talks about all the reasons why the classroom and college experience is
enhanced if faculty members take the time to learn their students’ names. It
can be a struggle, but I make it a point to learn all my students’ names and
with some effort I usually have it down by the second or third week of class. I
definitely learn better if there is an action associate with the learning –
like the simple act of handing back student papers with their names on it. As I
take roll the first few times, the whole class seems to have fun as I try to
pronounce names whose phonetics I would never have guessed from the spelling. Some
students don’t believe that I will ever remember their names, or stop confusing
their's with their best friend's. Often, I keep messing up, but students seem to
forgive me and appreciate the effort. But here is where I struggle: I am horrible
at remembering last names. My brain only seems to have capacity for 50+ new
first names each semester. The last names remain a blur and I’m ever so
grateful that the association between first and last names are held by my class
roster and not my brain. My lack of capacity for last names may stem from my
upbringing in a country where everybody, teachers, friend’s parents, doctors,
and professors where always addressed by first name. Sweden formally decided to
eliminate class differences by agreeing to call everybody by their first name long
before I was born. But I have lived and worked in this country for more than 20
years! Maybe it is time that I let go of excuses and start using both first and
last names. Or maybe only the last name? I am curious to learn what other
faculty members at Lincoln do: Do you learn your students’ names? Whether you
memorize names or not, do you call students by their first or last name? Or
maybe both?
For now, I think my “Beginning of the Semester Resolution”
will be to try to learn the students' first and last names and ask them what
they prefer to be called. How about you? Do you have a resolution for the fresh
start?
