My life as a university lecturer in Malaysia started last week.
It's been quite a ride so far.
My class began with too many students, like 25% more than the maximum number allowed. After my first lecture, the number dwindled down to a dramatic 50% of initial registration. Of that 50%, half were students who registered after the 1st lecture due to the sudden availability of vacancies. That means of the initial students who registered, only 25% remained after having a 2-hour session with me. Then overnight the number went up again to reach the max cap, only to drop within a few days.
Currently, my class size is <50% of the initial. All the first-year students left, and I pity the only guy in the class--he had like 15 other XYs in the class just a week ago. Then again, he's in an enviable position...the lone guy in a class of girls.
I am not complaining. This is the class size that I love to work with, and for all purposes it is often the ideal class size. Small enough to pay ample attention to every student, and big enough to do group projects of various kinds.
I am however, kind of sad that I failed to convince more students to stay in the class. I can't tell why the students who left did so because I couldn't pull them back for a survey. If I have to guess, and because I am not stupid, these would be intelligent guesses, I would say that they were 1. unconvinced that I will deliver what I promised; 2. uncomfortable with my question-based learning/teaching; 3. unwilling to suffer a course conducted almost completely in English; 4. time-conflicts with the class.
I can't do anything about the last factor, but I tried my best to make the 1st to 3rd factors invalid. Over the past 10 days, I have given so many motivational talks that I am quite sick of myself already haha.
What's a college education? Speaking from experience, I believe that whatever we are supposed to acquire in college/university, memorization of facts and data is DEFINITELY NOT it. On the other hand, one should strive to learn to connect the dots to lines, cross lines to make webs and fold webs to build structures. In college, one must acquire the skills to communicate effectively. Communicate your ideas and your questions, and not just to your peers but also to anyone, everyone.
Just today alone I told my students thrice in a row to challenge themselves by teaching what they have learned to another person, be it a roommate, sibling, lover or parent. I looked at them in the eyes (my two eyes quickly but strongly scanning theirs) and told them in my "when I say 1+1 =2 that means it equals 2" voice that if they can't teach it, they haven't learned it.
Although I must admit that having lost >50% of the initial class size prompted me to question my teaching philosophy and teaching methods. In this case, only one question mattered.
"Is this good for the students?"
*to be continued...*
It's been quite a ride so far.
My class began with too many students, like 25% more than the maximum number allowed. After my first lecture, the number dwindled down to a dramatic 50% of initial registration. Of that 50%, half were students who registered after the 1st lecture due to the sudden availability of vacancies. That means of the initial students who registered, only 25% remained after having a 2-hour session with me. Then overnight the number went up again to reach the max cap, only to drop within a few days.
Currently, my class size is <50% of the initial. All the first-year students left, and I pity the only guy in the class--he had like 15 other XYs in the class just a week ago. Then again, he's in an enviable position...the lone guy in a class of girls.
I am not complaining. This is the class size that I love to work with, and for all purposes it is often the ideal class size. Small enough to pay ample attention to every student, and big enough to do group projects of various kinds.
I am however, kind of sad that I failed to convince more students to stay in the class. I can't tell why the students who left did so because I couldn't pull them back for a survey. If I have to guess, and because I am not stupid, these would be intelligent guesses, I would say that they were 1. unconvinced that I will deliver what I promised; 2. uncomfortable with my question-based learning/teaching; 3. unwilling to suffer a course conducted almost completely in English; 4. time-conflicts with the class.
I can't do anything about the last factor, but I tried my best to make the 1st to 3rd factors invalid. Over the past 10 days, I have given so many motivational talks that I am quite sick of myself already haha.
What's a college education? Speaking from experience, I believe that whatever we are supposed to acquire in college/university, memorization of facts and data is DEFINITELY NOT it. On the other hand, one should strive to learn to connect the dots to lines, cross lines to make webs and fold webs to build structures. In college, one must acquire the skills to communicate effectively. Communicate your ideas and your questions, and not just to your peers but also to anyone, everyone.
Just today alone I told my students thrice in a row to challenge themselves by teaching what they have learned to another person, be it a roommate, sibling, lover or parent. I looked at them in the eyes (my two eyes quickly but strongly scanning theirs) and told them in my "when I say 1+1 =2 that means it equals 2" voice that if they can't teach it, they haven't learned it.
Although I must admit that having lost >50% of the initial class size prompted me to question my teaching philosophy and teaching methods. In this case, only one question mattered.
"Is this good for the students?"
*to be continued...*
Its different though, teaching style in Malaysia and here I think. Like you said, it probably is reasons 1 and 3, and it is just not something that people are used to. A lot of people like being spoon-fed. But, if you want something badly enough, it happens yes? So maybe other faculty will catch on. Either way, I am sure you did great. :)
ReplyDeleteThe teaching style may be different, but humans are all basically curious creatures who like to challenge ourselves to do better. It makes us feel good to have improved. I am counting on that to make it work.
ReplyDeleteso far I am enjoying my interactions with the students. I just hope that they are enjoying and gaining from it too.
Nope, not if you want it badly enough, it happens. Perhaps one would be primed into thinking that it did happen when in fact it didn't, just because one really wanted it so badly.
if some effort is invested, something will happen, just no guarantee what it is! haha.