Your Square Introduction: Logistics
The “square introduction” meeting is a time for your group to establish some guidelines for how you’d like your square experience to unfold. The following questions are suggested as points you might want to clarify and can serve as a starting point for discussion.
1. When should I visit?
We encourage you to schedule all your visits now since it’s easiest while everyone’s together. Feel free to use the handy chart below to keep track of your visiting schedule. One word of caution: Don’t fall into the trap of assuming that a class day that involves a lot of student-centered work (small group activities, etc.) is a day when you’re “not teaching” and so is not an interesting day to be observed. Many people sign up for Teaching Squares because of an interest in learning about alternatives to lecturing – and in observing how people get students involved – so don’t let a lack of traditional “teaching” (e.g. lecturing) on a particular day scare you off from inviting someone in to visit.
2. How long should I stay?
Class times can vary considerably. Observing an entire class session from start to finish typically offers the best (and least disruptive) experience for you, your Square Partner, and the students. If scheduling conflicts do not allow you to stay for an entire class, discuss with your Square Partner the least disruptive means of joining and leaving the class. Past participants have found that a visit of no less than 45 minutes is necessary to adequately sample the classroom experience.
3. What is my role when I visit: observer or class participant?
The urge to participate in class activities can be nearly irresistible. It is so easy to be swept up in the joy of being a student again and to forget that the purpose of the class visit is to observe your Square Partner’s work. Previous participants have found that they could best fulfill their Teaching Squares goals by restricting themselves to the role of observer. With your Square Partner’s consent, you can always visit the class again as a participant!
4. What kind of context should I provide about my class?
Getting a sense of the “big picture” of a course can make it easier to make sense of what’s happening in a class and thus can lead to a more meaningful observation experience. We highly recommend exchanging syllabi with your square partners, as well as copies of relevant course assignments and texts. You might also consider filling your colleagues in on some of the following questions:
- What are your main goals for this course?
- What purpose does it serve in the major or the general curriculum?
- Why do students take this course?
- How would you characterize your students this semester? are they a typical group?
- How often have you taught this course before?
- What does a typical day look like for this course?
- What are your goals for the day your colleague is coming to visit?
- Are you trying anything new this semester?
5. (How) Should I introduce you to students?
Most students are very curious about the presence of a visitor in the classroom. Past participants have liked to introduce the visiting professors and to explain the purpose of their visits and their roles (observer or participant) in the class session. They find that most students are very impressed to learn that their instructor is participating in a project to improve teaching and learning.
6. When should we meet up again?
Although the wrap-up “Square Share” is a month or two down the road, getting it scheduled now will up your odds that you find a mutually agreeable time.
