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Course Queries Syllabus Queries 2 years ago
Posted on 16 Aug 2022, this text provides information on Syllabus Queries related to Course Queries. Please note that while accuracy is prioritized, the data presented might not be entirely correct or up-to-date. This information is offered for general knowledge and informational purposes only, and should not be considered as a substitute for professional advice.
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It frequently happens that there's some material I have to cover which is, frankly, boring. The subject itself may be boring, or it may be the particular exercises, but in any case I have to get through it. When this happens I try to adopt a positive attitude in the hopes that at least I will not be as boring as whatever it is I'm teaching. This only helps so much, though, especially in front of a class of students that don't particularly care about math a lot.
I know from personal experience that when you get bored you stop paying attention. What are some ways of not losing your class during the more tedious bits? Something I've thought about is telling them about the applications of the material, or even replacing the exercise I'm doing by something more "real world"; right now my students are in engineering, so they might appreciate a practical example. This doesn't always work, though, because usually applications of the material are more advanced than the basic stuff I want to do.
I've also considered straight up telling the class that this stuff is boring but we just have to get through it, i.e., take the "accomplice" route. Whether this would work is debatable, and also as a teacher I feel I should try to find the fun in everything I teach instead of "taking sides" with the students.
I will concur with and collect several comments and suggest that one consider not teaching it, or at least cutting or refining the presentation. I'll say that in my own teaching, I have come to be sensitive to this as a sign that something is off with my lecture. If some part of the class actually seems to be boring me, then I take that as a signal to inspect and revise that part of my presentation.
Maybe that involves mostly cutting the item, and leaving it for student reading outside of class (example: I used to go over the syllabus in detail on the first day; that's been cut). Or it may be reducing or refining the item (ex.: reducing the number of exercises; cutting basic exercises and going straight to moderate-level ones where multiple points of interest are at play). Or it might be totally re-writing the presentation in a totally different structure (ex.: inheriting some presentation from a book that seems cluttered, and finding a much more straightforward and elegant path of my own).
I would recommend against calling out an item as "boring" in class. If your life is dedicated to the classroom, then do yourself a spiritual favor and find some way to make it not-boring. Hopefully this will have a secondary effect of making it not-boring for students, and infecting them with your interest.
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