We've all been there. Either the last minute call asking us to pick up a class (that perhaps we've never taught) or not having a class prepared because of a last minute emergency at home or our other job. How do we handle it?
First, the nature of adjunct/contingent work makes us more likely to get that last minute call when someone quits unexpectedly. On the one hand, many of us feel that this is a favor we can't turn down. If we do this favor, they may give us more/better classes or better times. This may even be a way to connect with the department for tenure track positions. On the other hand, this means we start classes behind. Being given a class last minute means you may not be able to choose the text or even change the syllabus. So the first question is:
1) When do you say yes to a last minute teaching request? What are the pros and cons of saying yes or no.
Once you have committed yourself to teaching the course, what are some ways to get prepared quickly? I use other syllabi. Most universities have syllabi on record from previous semesters. This is always good starting point. However, for me it is important that I make the syllabus my own. I usually will take the text if one has already been ordered because it is too difficult to stop the process. It is important not to teach from the textbook, though. I like to divide my courses into 4 or 5 modules throughout the semester (from my online teaching days). This allows me to group together concepts and readings so readings don't have to be taught sequentially. I also look for other universities' syllabi for teaching/assignment ideas. This has been very successful for my own teaching. Why reinvent the wheel when you have limited time?
So the second question for discussion is:
2) How do you get prepared quickly for a class you have just been given? What resources are available? What instructional design process do you use?
Of course, if you are given a teaching assignment last minute, you may find you are one chapter ahead of the students, especially when it comes to specialized vocabulary used in a text or creating assessments (quizzes, tests, assignments, projects). Many of us who are teaching a course we have been given a while ago may also come to class without knowing what they are going to do for that class. Life happens. Illness, family responsibilities (both younger and older members of the family), outside work, research, conferences, weather, etc...
Even worse for adjuncts are when you have something prepared but are not able to use it. How many of you have taken the wrong bag or forgotten your notes somewhere else? Many of my colleagues admit to having gone to the wrong school or gotten the time wrong (for the day they had to teach) when they work at multiple locations. They also had the wrong class prep at the wrong location. Then there are the times when technology fails, especially for those working early morning or late a night when there is no technical support. The third question for discussion is:
3) What has caused you to be ill-prepared in class? How did you manage it?
I have a few types of activities that I have prepared in case I'm not prepared for the class. These usually student generated (i.e. make up their own jeopardy questions which the rest of the class needs to answer or spending the class time working in teams creating a presentation on the topic). I also am a great believer in games and "playing". In my case, games and simulations work well in the fields of communication, management, education, ESL, and marketing (the fields I've taught in). However, I think it could work in other fields also. It is a great way to assess students and allow students to learn in more ambiguous environments.
4) What are some "go to" activities you use if you can't use the lesson you had prepared? What about activities in the case where you aren't prepared for a class?
- V Yonkers
- Education, the knowledge society, the global market all connected through technology and cross-cultural communication skills are I am all about. I hope through this blog to both guide others and travel myself across disciplines, borders, theories, languages, and cultures in order to create connections to knowledge around the world. I teach at the University level in the areas of Business, Language, Communication, and Technology.