Chris Womack, Kinesiology
James Madison University
Many of us can be reluctant to identify ourselves as Christians in the classroom. It can seem a little puzzling to figure out how to weave our identities as followers of Christ into our daily classrooms and interactions with students.
I have found that the first day of class allows me to be open about who I am in a very natural way, and at the same time create an environment conducive to classroom discussion.
Faith, Family and Fitness
Before I start in to my syllabus, I introduce myself by talking about three of the main foci of my life: “Faith, Family and Fitness.” I tell them that I became a Christian about 10 years ago. My faith commitment was a decision I made as an adult and not something I grew up with. I mention that I am very involved in my church.
I talk about my family (I have a picture of my family on the slide I use to introduce myself). And I point out that I enjoy running marathons. Introducing myself in this way takes all of two minutes.
I then tell students that I want to know about them as well. I have them write their names, talents, birth date (which can get depressing), and home town on a file folder which they turn in at the end of class. I explain that while I keep their tests and quizzes in those folders, they also help me to get to know the students as individuals.
Making Sure I Know Their Names
In this way, I haven’t made the introduction all about me. I have found that students really do appreciate faculty members making these personal connections. Just making sure I know all my students’ names has really meant a lot to them. Also, don’t think they don’t want to know things about you!
After going through the syllabus, I get them into groups and make them ask me questions. Each group is required to come up with a minimum of two questions. The questions don’t have to have anything to do with the course. I always get a great mix of funny and substantive questions about the course.
It Pays Dividends
The most important part of this exercise is that they get to know some of their classmates, and get used to asking questions and making points in this class. Secondly, it provides a great system to ensure that I don’t forget to cover something concerning the course.
I will admit that doing this much interaction means that I don’t expect any course content to be taught on that first day. However, it’s been a tradeoff that I have gladly made — it pays dividends in terms of my relationship with my students and their experience in my class.
© 2008 Chris Womack Used by permission of Faculty Commons