The picture explains it all! I mean, just look at the class… they are concentrating, there is no goofing around. I have held the attention and have installed content into the craniums of college students. How cool is that??
I had spent a bit of time preparing my lecture, making notes, finding videos, and stats to include in my presentation. It is funny to be in the middle of creating a learning guide and while doing so, you begin to think, “how is this going to be contained? How am I going to fill up this time with so little content? I need to add more and I need to bring this material to life.” I can remember sitting at my desk and thinking how many times and different ways I would screw-up during my lecture on Thursday. Needless to say, all those voices of doubt, all that time waffling over the length of my lecture, and all that time preparing to be presentable for a lecture – that time will not be something the students will see but they will see my lecture. The will only know my lecture.
Wow, I was nervous for nothing. My heart beat more during Josh’s lecture than it did during my lecture. Once I was up and going, I was surprised at how calm I felt, and how I anticipated staring at my print-out more than I did during my lecture. I was surprised how calm I remained after finding one slide to have been missed, and even TAs can be taught new things – thank you miss for the suggestion of using the overhead! Bet no one wants to see my writing again! That’s okay I like to talk more anyway.
I felt so comfortable walking around the front of the room. Pacing in between thoughts and ideas of what I was going to say next to the class. I seem to think clearer when I can see the room at different angles and eyeballs following my pace. It is reassuring to see the students watching you teach and it is rewarding to entice the students into the content. Although they rocked the phobia challenge, the biological preparedness was a different step that was tip-toed around before I brought the class to the target. However, I feel as if their thoughts and ideas about the reason why we are not phobic of things that kill us, you really can see their train of thought. It was tough not hearing what you wanted from the students but it was refreshing to hear answers that you weren’t looking for.
I have learned that hearing 250 + people laugh is greater than making 2 people laugh. I never knew laughter could sound so beautiful and it is so encouraging to hear such a comforting sound during a lecture.
I have learned that I become way too nervous; too much stress to experience and too much sweat over something that I had a handle on.
While preparing for a lecture, keep in mind that you WILL have plenty to say and plenty to teach!
I never really enjoyed abnormal psychology. I never really knew much about it and the best way to learn this material is through teaching and baring best interest for the students to learn this material – That was my motivation to learn the material and like the content I taught.
Once you are on a roll with lecturing, it is easy to fill the time gap and you want to continue the conversation longer when you have to turn the floor to another TA.
It doesn’t take much effort to find a YouTube video that can explain a disorder in less time and with less lecturing. Those videos were great tools to use to show a disorder that is hard to explain. Media can be good.
One thing that I noticed and wish I could have changed was making the time to say, “Is there a question out there in the audience?” I am hoping that I was doing a fine job lecturing that no one needed the time to ask a question. However, that is not something I would want to assume for next time.
I cannot wait for Trudi to experience the thrill of teaching!