One quick icebreaker idea I use during a short grammar workshop is to have
the students introduce themselves with a adjective that starts with the same
letter as their first name. For example, I would be "Lively Linda." They
have fun with that, refer to themselves by their adjective names throughout
the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com <http://www.comerfordconsulting.com/>
_____
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I really felt
stuck or hung up on the first day for some reason and all of these ideas
should provide for a very rich first couple of classes. I am planning on
doing student introductions the first day as well. I think using
grammar/writing terminology right away is wise too, so students will become
familiar with the lingo and not make the grammar a separate part of the
learning or secondary to the writing. (Even though they have a separate
grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size
allows for it. I always provide a structure for the introduction because I
remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that
emphasizes the cooperative, non-lecture-only type of environment. My initial
goal is to get the students thinking about what English/Language Arts
classes are really all about and what they encompass. We look at the overlap
of grammar, composition, and literature and how they are difficult to
appreciate/study in isolation, without reference to each other. I want them
to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of
experience. In other words, I want to gague the level of "grammarphobia" in
the class and get a sense of the students' experiences (or lack thereof)
with grammar and language analysis (word level, sentence level, paragraph
level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]
<[log in to unmask]" target="_blank">http:[log in to unmask]> >
wrote:
The days are flying by as I rapidly approach the first day of class on 8/31,
and I am trying to think of a good first day plan for introducing myself and
my courses to the students. My final schedule will now be (2) sections of
COMP 101 and (1) section of Basic Writing. Aside from handing out the
syllabus, and introducing myself to the class, do any of you have some good
ideas for day #1? We used to do a diagnostic essay, but the college has done
away with that, which I am relieved about for many reasons: mock "grading"
or commenting on student writing before class has even commenced and also
the idea that this essay will somehow diagnose what illnesses the students'
writing suffers from or what might plague it. Another term that has been
used is "writing sample," which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it
comes out "clean." Anyway, I think the first day is important for many
reasons: it is the first impression the students will have of me as their
instructor and also can be a deal breaker for some students who will drop
after the first day if they don't like what they experience. Any ideas? I am
also presuming at least half of the students will not have purchased texts,
so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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