I have to teach a class for the first time and I am..... well nervous as HELL!!! Can anyone give me any tips?
How to reduce anxiety?
- Thread starter Sunpoe
- Start date
Practice, practice, and more practice. Try presenting the entire lesson in front of family/friends first.
Also, before going to the podium, empty your pockets of loose change, keys, etc. Fiddling them is a detractant to the lesson and displays your anxiety to the class. Also, don't clutch the podium, wring your hands, brush back your hair, etc. These also show you're nervous.
Maintain floating eye contact with everyone in the class. It shows you're concerned they're getting the lesson. Move from one side of the class to the other at a leisurely gait. That draws the sides of the class together. When writing on the board, do not talk to the board. It's OK to stop writing in mid-word so you can direct a point or answer directly to the class.
No "Ums" or "you knows". It's better to pause silently to collect yourself for what's to be said next than to use these fillers. Their use displays an uncertainty in your knowledge/train of thought.
I was an instructor for several years and an instructor-trainer. Feel free to hit me up if you have any questions.
Also, before going to the podium, empty your pockets of loose change, keys, etc. Fiddling them is a detractant to the lesson and displays your anxiety to the class. Also, don't clutch the podium, wring your hands, brush back your hair, etc. These also show you're nervous.
Maintain floating eye contact with everyone in the class. It shows you're concerned they're getting the lesson. Move from one side of the class to the other at a leisurely gait. That draws the sides of the class together. When writing on the board, do not talk to the board. It's OK to stop writing in mid-word so you can direct a point or answer directly to the class.
No "Ums" or "you knows". It's better to pause silently to collect yourself for what's to be said next than to use these fillers. Their use displays an uncertainty in your knowledge/train of thought.
I was an instructor for several years and an instructor-trainer. Feel free to hit me up if you have any questions.
Oddball;683543; said:
Its funny as soon as I finished reading the second sentence of your reply I already knew you were a trainer. You sound exactly like the professor that taught me. Now I really just have to gain some confidence, but it is so hard. I just don't want to look foolish or draw a blank. I have practiced in front of family members but it is just not the same. Well the class is tomorrow so we will see if I have what it takes.
With that kind of time frame, you can 'crib' it. Go over ALL of the presentation and make an index card of the start of his conceptual change. Also make cards of any areas you're not 100% on. The opening statements will cue your brain to switch to the change in subject matter and, of course, the "gray area" cards will aid you through any potential lockups.
Pause and review the cards during the presentation but, avoid locking on them. Alot of people lock onto them like a life preserver. Those who can get by with a glance, and walk away, display as having several lesson plans in several similar classes and only reference the cards to stay on track of the lesson plan for That particular class.
No matter how you feel, keep the class participating. Respond to all raised hands. If a question is ahead of the lesson plan, you can answer with "we'll be covering that in a moment". When asking the class questions, give them time to respond and avoid shotgunning students for answers. If no one can answer, go on to explain the answer yourself.
Pause and review the cards during the presentation but, avoid locking on them. Alot of people lock onto them like a life preserver. Those who can get by with a glance, and walk away, display as having several lesson plans in several similar classes and only reference the cards to stay on track of the lesson plan for That particular class.
No matter how you feel, keep the class participating. Respond to all raised hands. If a question is ahead of the lesson plan, you can answer with "we'll be covering that in a moment". When asking the class questions, give them time to respond and avoid shotgunning students for answers. If no one can answer, go on to explain the answer yourself.
Oddball got it covered but i thought i'd throw this in don't drink a ton of coffee or any other liquids for that matter before the class being nervous and having to
urinate dont go well together..
good luck you'll do fine .
urinate dont go well together..
good luck you'll do fine .
Oddball;683613; said:
Thanks Oddball,
I have made a fairly decent teaching plan and I have looked at it a hundred times, but you pros know all the "little things" that I know I going to mess up. Like the "uhms" and the "likes" I know I do them during pauses, but it is like a refex action
I am now going to write some cribs and work on a few ideas to keep the class interested
Thanks again.
Thanks fishnutham,fishnutham;683648; said:
Having to run out of the class would look bad but I guess it would be better than going right then and there.
Stop worrying!
Okay that didn't help.Lol
Seriously, Oddball has most of it.
How old are your students? It makes a difference, if they are at least halfway adult I have found that visual aids and props do wonders, they don't have to be a major part of the lesson but even a few things to refer to and show around will not only invite class participation while breaking the class's focus away from directly on you, they also give you a visual break and something that can help you get recentered on what you are teaching.
Okay that didn't help.Lol
Seriously, Oddball has most of it.
How old are your students? It makes a difference, if they are at least halfway adult I have found that visual aids and props do wonders, they don't have to be a major part of the lesson but even a few things to refer to and show around will not only invite class participation while breaking the class's focus away from directly on you, they also give you a visual break and something that can help you get recentered on what you are teaching.
