5 ways to start my very first day of class
To every new teacher, the first day is always a mixture of nerves and excitement. How to set an impression for my students? How to build a trusted relationship ASAP? But, the biggest question I’ve right now is: how to build the fundamental atmosphere for students learning in a meaningful environment? For ‘meaningful’, I refer to students can make sense of their conditions, their existences in school and their learning, with their own interpretation. And, I want to start the construction, right on the first day.
On my sleepless night yesterday, an epiphany appeared. FYI, my life’s been deeply changed by the power of philosophy. Its magnet came from enabling me to make sense of everything. It’s a lifestyle, it’s a tool and it’s a perspective. Unlike the ancient education in Europe (esp. Old Greece), teachers today rarely touch upon the most essential questions with students. Gradually, without any clues why the heck they’re wasting their lives in the prison-like schools, students lose their meaning of learning, education and, even, life. The last thing I want to see.
So, (apart from the basic self-introduction, collecting information from my students or going through the syllabus), I’ve decided to start my first day of class with these five questions:
1. What is a good student? Sit like a zombie in class and listen to the teacher? Get all As? Participate the most activities in school? Never disagree with the teacher? Follow every stupid school rule? Um…traditionally, yes…But, come on, teachers, don’t lie to yourself, and to your students. We are in 21st century, not in the Victorian Industrial Era. So, what can you do?
- Show them the stories of successful people-who they were, as students.
- Ask them to research online.
- Let them write down 5 qualities they think a ‘good’ student should have.
- Invite them to discuss.
- Lay out your thought of a ‘good student’. (For mine, someone who respect diversity, love learning, compassionately care the world, pursue their passions and embrace challenges…I need to clarify my own list, too.)
- Co-design a list of a ‘good student’ with your students. (Something similar with the IB Learner Profile) For they are also involved in this, they’re more likely to live with that.
2. What is a good teacher? Surely, you need to have a brief picture in head. But, very often, teachers care what they teach, but not what their students need. From time to time, we become very self-defined. Not open for changes. That’s not how a teacher should be. You can’t expect your students to learn humbly, if you don’t yourself. Listen to their voices. You’ll be amazed by their responses. Similar steps as the previous.
3. What is a good school/classroom? I’m always confused: if a hotel’d address the needs of its travellers, a restaurant’d improve their dishes for its diners or a website’d turn the user feedback into modified actions, then, why most schools can’t listen to their students, and make changes? We all want our students to love the place they spend most of their childhood in. Give them post-its. Let them write them five ‘good school’ qualities. See what you can do something with them, or with the school. (One of my favourite examples: alt school in the States actually allowed its students to construct a bed in their classroom.)
4. Why do we need education? They need to know what it’s for. 15 years. They deserve a reason. Don’t just tell them: go to a good university, get a decent job, buy a liveable house. Who the heck is going to be motivated by this stupid ‘promise’? Let them aspire something beyond that. Our lives are too short. Bring your students to the next level. Empower them to be meaningful world leaders. Of course, as teachers, you’d go think more about this question, too. (You may get some inspirations from my old post.)
5. Why do we need (Subject)? I teach English. When asking most why they need to learn, they say…perhaps, it may get me a good job some day; but, right now, I rarely have a chance to apply it in my life. (An amazing book ‘Drive’ by Daniel Pink describes ‘meaning’ is one of the three drives in life. No one can’t deny that.) Bring them to an authentic context to use English (like, through project-based learning, let them send invitation emails to other organisations. So, they know why they need to write.) Even better, each has different reasons to learn a subject. Personalise a reason for them. An example: I’ve a one-to-one tutorial class for a 16-year-old. (Nothing ashamed of his reason for learning English) He wanted to date Western girls. I introduced him a couple of websites/YouTube. Originally unmotivated to self-directed learn English, now, he just shares what he’s read about picking up girls. (Don’t talk me about ethics.)
These five are just the start. Inspired by the Great Lessons from Montessori Education, it’s always a good idea to start from the most fundamental questions, telling an worth-listening story to your students, and just letting them explore more.
But the point here is: let our children find the meaning. (I know nothing about psychology) I read the book ‘Man’s Search for Meaning’ by Viktor Emil Frankl, the great Austrian psychiatrist after Sigmund Freud. (If you’re interested, definitely recommend to read more about his concept of ‘logo-therapy’) In his book, he quoted the famous existentialist Nietzsche:
‘A man who ever has a why to live with can bear almost any hows.’
– Friedrich Nietzsche
