Thread by @liznorell

Last night, a professor walked into a night class for the first time since 2016. Here's what happened:

I was teaching at another campus -- not my primary employer -- after their night class professor couldn't teach this semester. I'd previously taught at this institution and was thrilled to have the chance to have a night class once more, because I LOVE TEACHING THEM.

Registration numbers fluctuate a lot in the first days of a semester, but this class has about 40 students. A mix of majors and non-majors. Age range is 17-42. Some athletes, a few gamers, lots of "typical" (whatever that means) residential college students.

As I feel on EVERY first day of the semester, I'm giddy -- positively vibrating with excitement. The students sense it and seem wary. (They always are.) I brought a picnic basket of snacks (as I always do -- #foodinsecurity is a thing, no matter the school). That breaks the ice.

The clock strikes 5:30 pm, and I can begin. I explode with exclamations of excitement that they're here. (This is also normal for me.) I walk around the room, pacing with giddy energy, as I tell them that I'd literally rather be NO OTHER PLACE than in this room with them.

I then begin to explain a few things I want them to understand from the jump.
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#1: I despise grades. I refuse to assign them for work. (Explanation of #ungrading and its rationale follows.) I pause to ask if there are questions or comments. They stare at me, stunned.

A student up front says, "Um, does that mean I can do nothing?" And I said, "Do you *want* to do nothing? Is that why you are here?" He replied, "I was just kidding. This sounds cool."
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Another student says, "I have massive anxiety. I'm always worried I won't get a perfect

grade. This is a huge relief." I chime in: "I have a lot of anxiety, too. I get it."
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A student at the back of the room is eating some snacks from the circulating basket, but he swallows and says, "If I were in church right now, I'd yell out, 'PREACH!' or 'AMEN!' or something."

#2: I have a plan for how our class _could_ unfold, but a night class presents opportunities for more project-based learning, and I'm open to hearing their ideas. I tell them we'll circle back in a little bit and to let that marinate.

#3: I say that I want us to do some kind of introductions, but that I decidedly DO NOT want them to be cringe. They laugh and agree. I ask for suggestions. Crickets. I then ask everyone to stand up and make their way to the very large aisle in our big classroom.

(I kind of have the feeling at this point that they're willing to go along with this because WHAT WILL THIS WOMAN SAY NEXT?!?!) I ask them to mill about, just kind of shuffle around a bit, and after a short time I'll tell them to stop and explain what to do.

(This is a trick I picked up from my colleague who once taught kindergarten. You should have a colleague like that and steal all their tricks, 'cause they're the best.) After about 30 seconds of nervous shuffling, I yell out, "Stop!" Find someone nearby and give them a high five.

I then direct everyone to introduce themselves to the person they just high fived and chat briefly about anything. The room buzzes for a few seconds and then everyone looks at me. I tell them to start shuffling again, that we'll do this twice more. They shuffle.

On the second stop-and-high-five, the buzzing gets much louder. Now whole conversations are unfolding, people are laughing, body language relaxes. Some students are fully in the crowded middle, others are on the edges and quieter (as I would be).

One student, a veteran, starts circulating through the room and shaking every other student's hand, introducing himself. When I suggest they circulate once more, only about half do, because they're too engrossed in conversations. Finally, I tell them we're going to do a few more

standing introductions, but in a different way. I create an XY axis across the length of the room and give three prompts:
1) If you live on campus, come to this side. If not, head the other way.
2) If you like playing video games, go this way. If not, the other.

3) Arrange yourselves roughly in a line from youngest to oldest.
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In each of these, they're talking to the people near them. Some discover they live on the same floor of the same dorm. Others discover they're both dual enrollment students. Video game suggestions are exchanged.

Now we sit and the brainstorming begins. What can we do with this time together? Ideas include a field trip to our state capital to meet with legislators, creating educational fliers to post around campus about how gov't works, making a music video better than Schoolhouse Rock.

Creating a podcast. Hosting guest speakers. Doing a community service project. Going to a basketball game together (conference games are mostly on Wednesday nights). Themed class nights -- everyone dress like a character from Alexander Hamilton the musical! @Lin_Manuel

Potlucks! Reenactments! Board games! I mention I have four sets of @SecretHitler ... nervous laughter erupts, until I tell them the goal of Secret Hitler is to find and kill Hitler. They're on board for that.

We end class by answering this question: "What the heck happened in Congress last week?!" with some choice @cspan clips and a discussion of "present" votes. Students leave chattering, with several hanging back to tell me about things they need to make class more comfortable...

like noise-cancelling headphones before class begins, because the fountain in the lobby is a grating sound, or that they want to check in each week just to make sure they're not forgetting anything and are on track. I leave on a cloud of happiness. #AcademicTwitter

For the folks who've so kindly engaged here, reach out if you'd like any of my stuff -- syllabi, etc. -- as I'm always delighted to share anything I've got. We are better together. 🥰

As I work through responding to those who reached out privately -- which I'm doing, and I'm grateful! -- here's a page on my web site with resources, including versions of my syllabus and other teaching resources: liznorell.com/resources/

I would not be the educator I am without the MANY brilliant authors I've read -- including, but not exhaustively: Michelle Miller (my forthcoming book's editor!), Jim Lang, @SusanDebraBlum @GeekyPedagogy @TheTattooedProf @joshua_r_eyler @SaRoseCav @harrietschwartz @Flowerdarby

@kenbain1 @SusanHrach @Jenae_Cohn Laura Rendón, Parker Palmer, bell hooks, @chrisemdin @BreneBrown @vijisathy @DrMrsKellyHogan @PoojaAgarwal @GholdyM @BLoveSoulPower @SteveBrookfield and many others I've neglected to include, I'm sure. (APOLOGIES!)