Week 10

Tips and Tricks

Image by Char Del https://www.pinterest.co.uk/pin/217650594466191900/

In our last class together, we’ll address any issues that have come up during the course. We will also cover some esoteric and occult tips and secrets of veteran study group leaders.

Preliminary and First Day Tips and Tricks

A welcome letter describing the course and setting expectations must be sent prior to the first class. There are several examples of welcome letters in the SGL handbook. The welcome letter lets the class know that you are a strong advocate for what they have signed up for, that the material is fresh in your mind, and that the learning experience will be exciting. Prior to beginning your course, please write and re-write this letter.

In addition, some SGLs send out a Google Poll survey prior to first class to gauge their students’ interests and backgrounds. The results of the survey are a nice way to start the class.

FIRST SESSION

The first session is crucial to establishing the tone and direction for the entire course.

Introductions. Most SGLs take the time to go around the class and have everyone introduce themselves and say something about them. Framing that question is key; if you ask “Why did you sign up for this course?” you’re likely to get answers such as “I couldn’t get in to any of my top choices.” Better to ask them a little about their how their backgrounds intersect with the course material and what expectations they have for the course.

Some SGLs feel that spending 45 minutes on introductions is a big waste of time, especially in a five week course, when there's so much to get to. However, it really is an important exercise: it makes shy people say something, so they may be less reluctant to speak later in class. It also helps the class get to know each other, so that people can feel comfortable expressing their views to each other.

In order to manage the time, so people don't go on and on, try asking an Integral Question that's relevant to your course:

“Where were you in 1952?”

“So, if you’d been the judge, what would you have decided?”

“What was the first piece of art you remember seeing?”

“Recollection of your first visit to a museum”

Another approach which helps to accomplish the same goals but takes less time, is for you to ask people to write a paragraph in which they share something that they want their classmates to know. You can collect these by email before the first class and then share them all in an email to the class.

GROUND RULES

The first class is an excellent time to establish ground rules: can they interrupt to speak or should they raise hands? Do you want the members to be responsible for class discussion or is this more of a lecture course? A few words about respecting each other’s opinions is always good. A good give and take about how they and you want to run the class will give them agency and set the expectation that the class is their responsibility as much as yours.

OTHER TASKS TO ACCOMPLISH BEFORE OR DURING FIRST CLASS

  • Introduce your co-host to the class. She will mute any participants with barking dogs and ringing telephones, and remind you to record the session and give you a 10 minute warning before class ends. You’ll want to make her a Zoom co-host, and it will give you a lot less to worry about during class.

  • Find a trusted and experienced person to give you feedback after each class. You can and should solicit feedback from the class, but a debrief after each class as to what went right and what went wrong can be very helpful from a trusted advisor. If a member of the Study Group Support Committee is taking your class, then that should be their job.

  • Try to begin each class with a short description of what you’re going to cover, and end the class with a wrap-up. This is probably clear in your head, but your students will appreciate it.

  • This is a good time to discuss possible student projects or presentations and to welcome that they share articles or internet items with you to share with the class.

Establishing Your Role

If in the first class you show 40 Powerpoint slides, your students will quickly get the message that you’re running the whole show and they’re just there to watch. This will put an enormous load on your shoulders to entertain everyone for 90 minutes each week.

Consider whether you want to be an expert or a facilitator. The facilitator’s role is much easier; the class does most of the work, with a little guidance from you and you assist in setting the direction and keeping them from veering too far off course.

Here’s a video from our Director, Avi Bernstein, on the difference between leading the class as an expert versus a facilitator:

Feedback and Criticism

Your class will fill out mid course feedback forms, as well as an end of course survey. These may come too late for you to adjust the course; better to ask for feedback early and often. People will have different learning styles; some are visual learners, some are auditory learners; some absorb the readings. You may have to make some adjustments so that everyone is participating. However, be advised that there will be one person in the class who will not be satisfied. Don’t be hurt; as long as you’ve done your best and most people are happy, you’re doing fine. If the malcontent becomes too vocal during class, which sometimes happens, enlist the opinions of the rest of the class to weigh in and restore harmony.

Email Etiquette

How should you share articles that class participants sent to you? Read Email Etiquette

In the Moment

You’re in the middle of class. Your head is filled to bursting with all the material you want to cover today, with all the comments that people have made so far. How do you stay in the moment and know how to respond to people’s comments in class?

      • Acknowledge and affirm people’s comments; don’t just say “Thanks, next!” If you can, link it to a previous comment, or respond with a question; “That’s interesting, but how do you feel about X?”

      • If you present a dynamic issue, perhaps with a video or graphic prompt, don’t dilute the tension by adding other ideas; get the response right then. If you cock the gun, pull the trigger.

      • If the class starts to get off topic and not where you wanted to go, consider letting them run with it, especially if they’re excited by the idea. If you’re over controlling you might take too much of the excitement away.

      • On the other hand, if the exchange goes too far off track, it’s reasonable for you to bring them back after a while by reorienting to your agenda with a question that’s relevant to your agenda.

      • You can navigate the maelstrom of the moment by knowing in advance what the essential question(s) are for the topic that day. These are just a few ideas that you really want the class to recognize and experience. Here again is Avi Bernstein talking about how Essential Questions can anchor your response in the moment:

Finally, you have 10 minutes left in class and 30 minutes of material to go. What do you do? Relax! Declare victory and let it go! If you try to beat the material into your students, they won’t be happy and if they’re not happy, they won’t come back. Rather, let them take pride of accomplishment in what they’ve discovered, and end the session by highlighting some of the insightful things they’ve said that day.

Handling a Discussion Dominator

An unwelcome menace to your class is the discussion dominator who tends to speak first, often, and with much authority. Read How to Handle a Discussion Dominator

Who’s There?

Remember to balance your goals with those of your participants. Read Who’s There?

If your classes are still on Zoom, you might want to share tips in ZOOM ETIQUETTE.

Preparing Your Course Materials

There are eons between now and September to prepare for your course. Right? But what do you do when August rolls around and you have miles to go? Well, take some advice about procrastination from Tim Urban, son of our very own BOLLI member, Andy Urban. Although they might exist, TED talks better than this one are a rarity.