ABSTRACT
Chapter 3 begins with the unique aspects of the first day of class. It offers suggestions on getting to know students and assessing their mathematical backgrounds using methods that can be adapted depending on class size and technological resources. Syllabus review and teaching an initial lesson are discussed. The chapter explores drafting a lesson, starting with identifying the learning objectives and desired learning outcomes. It provides basic tools for establishing an active learning environment and encourages the reader to move away from pure lecture. The framework for a typical class is explored with options for informal learning activities, such as minute papers, which may be utilized even in highly coordinated courses. There is an emphasis on seeking student interaction, prompting student questions and predictions, fostering practice and retrieval opportunities, and offering frequent informative feedback. The chapter also discusses the less tangible aspects of the classroom environment, such as rapport, instructor enthusiasm and approachability, and student motivation. The final section provides a basis for conducting routine self-evaluation after class. This is a prelude to the more extensive discussion on evaluation in Chapter 6.
