Afternoon Classes: Should they be improved?
It’s 4 p.m. and you still have another hour and a half left until your afternoon class is over.
Your professor asks the class to open their textbooks to page 182 and you see a few students nearby who’ve already fallen victim to sleeping through yet another tedious lecture.
Afternoon classes offered here may hold the same, dull lectures you might have been forced to sit through.
Yet, they are required nonetheless for a concerned professor who may already have a conflicting schedule.
But what makes afternoon classes such a drag?
“I would rather have them in the morning so I have time in the afternoon to get my assignments done,” said Lauren Hernandez, a student in her senior year.
This can be a concern for many students on campus who need time in their day to get their work done, especially for students who have both morning and afternoon classes to attend.
It can make one’s day feel never-ending in that case, with little time to get anything done in-between.
Other students, however, might have an opposing opinion.
“Afternoon classes are preferable because I can eat breakfast and lunch beforehand and actually have time to wake up.
I don’t feel rushed to get to anywhere like I do in the morning,” said Cory Oswald, a student on campus.
A convenience to some students, perhaps, but what about those who have no choice but to sign up for that one class that’s only offered at 4.pm.?
Regardless of preference, students who have to sit through a class that can run for almost two hours might even be a challenge depending on the professor.
Dr. Kieselbach of the English Department gave her opinions and ideas on maintaining an afternoon class.
“It completely depends on the students and their lifestyle,” she said, going to the root of the issue.
“I do encourage a lot of collaboration, pairing up students,” she also added, viewing the idea as a “more them, less me when it comes to a discussion.”
Having students initially interact with one another can not only break the stiff social barriers that set us apart in a classroom but it encourages us to participate with a bit more freedom on hand.
What’s more, Dr. Kieselbach brought up an interesting proposal that she has already experimented with in her classes.
“We talk about new issues in our world that gives the students insight.
I’m bringing in experts to engage with the students about current events, people who know a little more about the serious issues we discuss,” she said.
Current event issues are always bound to be brought up in a discussion during class, so why not go further and tie them in with the course?
Having a window to see even a glimpse of the outside world with can bring reassurance that what we learn in the classroom will eventually be used in the outside world.
Teachers should connect with their students, bringing in their own uniqueness to the table.
Dr. Kieselbach held humble expression that expressed care, and gave her final remark.
“Just be weird. Just be yourself.”
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