First Day of Class

There are only seven people in my class this term. There were twelve registered last week, and eight this morning before I headed to class, and I’d be worried that the powers that be would cancel the class, except that it’s the only section offered summer term. I’m not listed as the instructor yet, so they’re not dropping because of me. It’s just not a class that many students need or want to take summer term.

Actually, I’m perfectly happy with the class size. I always wish my classes were smaller, more personal, that I could get to know my students better and help them out individually. Now that I actually have that, it’s going to take some adjustment—class dynamics with seven people are very different when compared with 22 or 23. Observing groupwork is a little awkward because I can see everyone at once. I can’t spend my time wandering between all five tables. And standing up in front of seven people is a little bit strange sometimes. But once I get used to it, I think it will be better because I will have more chance to be among my students, and I hope that they will consider me a little closer to their level just because I am among them so much.

The best part about the situation is that I already know my students’ names. I knew them all after fifteen minutes. In my first semester teaching this class it took me nearly a month before I could say their names with confidence when they raised their hand. Last semester I had all the names down by the second class period, but that was just because I cut up the picture role and made flashcards for myself, and then flipped through them walking to and from school and between buildings and anytime I needed a break while I was sitting and working in my office. No flash cards this semester (it’s a good thing, since I don’t have access to the role yet anyway).

If I have any right to say this, I think my students are pretty lucky to be taking this class from me this particular term. I have the advantage of having taught it twice now, and I have learned a lot from both experiences. I feel like I really know the material. And my own personal theories of teaching and learning have evolved significantly over the course of the last year. My assignments have evolved so that my students do less work, but the work they do is much more meaningful. My tests have evolved so that there is less pressure and they are a more accurate measure of their knowledge. The activities that we do in class are in the process of evolving so that the students do more on their own, so that they rely less on what I expect them to say and more on what they really understand. I am using a curriculum that was designed by one of my professors, but I have made significant changes in the curriculum (and it’s kind of exciting to have the freedom to do that). Overall, I’m excited about my third try because I think I do better every time.

And my students are at an advantage because of the class size, and because for the first time ever I will be able to devote as much time to them as I want. I have submitted my thesis to my committee, which means that all I have to do now is prepare my defense on Monday, and then make whatever revisions they want me to make afterwards, and then it will be done. I have no real classes, no graduation requirements to fulfill, no major obligations, and so the class I am teaching can be first priority. It has always bothered me that teaching has, by necessity, taken second or third priority to other obligations, because teaching is what I really love to do, and of all the school-related things I do I consider it to be the most important (even if it is the least immediately important to my own academic career).

When it comes down to it, this is why I’m putting myself through ten years of college. Other than motherhood, I cannot think of anything I’d be happier doing with my education. Teaching is a challenge, and constantly changing (even when I teach the same class over and over), and I’m actually quite good at it overall. But ultimately it’s not about me, it’s about my students. I love my students. I have always loved my students, all of them, without exception (even the high schoolers!). I love my subject, too, but I cannot possibly love researching and writing in the same way that I love teaching, because teaching makes a real and immediate difference to individual people.

That’s why I love it so much.