Second First Day as Professor
No, you've read it right. It was my second first day last Saturday. Most classes officially started that day, so I'd say it was my first day too - second first day, that's correct.
And on my second first day, I have learned a lot as a "professor."
Lesson 1: Classes are unpredictable at first week, and the consequences never cease to surprise me.
After attending my dictation and theory classes (that switched schedules by the way), I was approached by a masters student, Sister Belen, who asked for the schedule of my Statistics class for masters. I was stunned by the idea, and upon approaching Ate Jean (Music Dept. Secretary) without saying anything, she told me right away, "Ay Charvs, may klase ka ng Stat sa masters, 11-12."
I didn't know I will handle masters students. And the students keep on coming. Last week was also a blow, finding out that my undergraduate class is a mixture of students with different courses, which is beyond my expectations.
Coming from the world of high predictability, I honestly appreciate these surprises, especially from Ate Jean. I also noticed that the faculty and students do not complain when mix-up surprises like these happen. Imagine riding on a horror roller coaster, where in between thriller loops, upon catching your breath, Ate Jean would pop up and surprise you, "May klase ka ng 11-12!" It's fun! And very therapeutic. You should try it!
Lesson 2: Isabelans are really eager students. They just need the right "bombardment."
With painstaking nights of preparation, I gave my undergraduate students their first Stat lesson, Charvie-modified CPH[1] style. Some say it's the Sta. Maria technique (Miss April, my masters prof in music), but I'd say it's Charvie-modified-CPH-ok-somewhat-Sta. Maria-fine!-style. But it's my unique style, as it was packaged for music students: smart enough but not too technical. And I realized that in my first formal class, regardless of their notoriety of being uninterested students, especially in GE[2] subjects, I was able to effectively teach them something that is out of their league, during the most unholy hour of the day (around 1-3 pm).
Enough said.
Lesson 3: Hidden communication network there uses optic fiber as medium: rumors (more appropriately referred to as feedback) in Santa Isabel spead like wildfire.
A few hours after my class, the dean talked to me upon meeting her along the corridor. "Magaling ka man daw," she said. When asked who told her, she replied "yung mga estudyante." Eventually, later that afternoon, a professor said the same thing. I found out that the rumor came only from one source - one of my students.
I keep on saying, "Sa unang araw lang po, Sister... Uy, hindi naman po." I was flattered, of course, but not to the point of being carried away, thinking that my competence can only be measured by my students' retention of my subject. And who knows, perhaps along the way, I might inspire some students, music and non-music alike, to pursue on quantitative research.
Next week will be my third first day. This time, it's for the masters students, so it means a new, perhaps a more profound, philosophical approach. Let's see what will happen.
Lesson 4: If you can teach Statistics to Isabelan music students effectively, then you can teach anything to anyone.
Let's keep it at that.
And on my second first day, I have learned a lot as a "professor."
Lesson 1: Classes are unpredictable at first week, and the consequences never cease to surprise me.
After attending my dictation and theory classes (that switched schedules by the way), I was approached by a masters student, Sister Belen, who asked for the schedule of my Statistics class for masters. I was stunned by the idea, and upon approaching Ate Jean (Music Dept. Secretary) without saying anything, she told me right away, "Ay Charvs, may klase ka ng Stat sa masters, 11-12."
I didn't know I will handle masters students. And the students keep on coming. Last week was also a blow, finding out that my undergraduate class is a mixture of students with different courses, which is beyond my expectations.
Coming from the world of high predictability, I honestly appreciate these surprises, especially from Ate Jean. I also noticed that the faculty and students do not complain when mix-up surprises like these happen. Imagine riding on a horror roller coaster, where in between thriller loops, upon catching your breath, Ate Jean would pop up and surprise you, "May klase ka ng 11-12!" It's fun! And very therapeutic. You should try it!
Lesson 2: Isabelans are really eager students. They just need the right "bombardment."
With painstaking nights of preparation, I gave my undergraduate students their first Stat lesson, Charvie-modified CPH[1] style. Some say it's the Sta. Maria technique (Miss April, my masters prof in music), but I'd say it's Charvie-modified-CPH-ok-somewhat-Sta. Maria-fine!-style. But it's my unique style, as it was packaged for music students: smart enough but not too technical. And I realized that in my first formal class, regardless of their notoriety of being uninterested students, especially in GE[2] subjects, I was able to effectively teach them something that is out of their league, during the most unholy hour of the day (around 1-3 pm).
Enough said.
Lesson 3: Hidden communication network there uses optic fiber as medium: rumors (more appropriately referred to as feedback) in Santa Isabel spead like wildfire.
A few hours after my class, the dean talked to me upon meeting her along the corridor. "Magaling ka man daw," she said. When asked who told her, she replied "yung mga estudyante." Eventually, later that afternoon, a professor said the same thing. I found out that the rumor came only from one source - one of my students.
I keep on saying, "Sa unang araw lang po, Sister... Uy, hindi naman po." I was flattered, of course, but not to the point of being carried away, thinking that my competence can only be measured by my students' retention of my subject. And who knows, perhaps along the way, I might inspire some students, music and non-music alike, to pursue on quantitative research.
Next week will be my third first day. This time, it's for the masters students, so it means a new, perhaps a more profound, philosophical approach. Let's see what will happen.
Lesson 4: If you can teach Statistics to Isabelan music students effectively, then you can teach anything to anyone.
Let's keep it at that.
Footnotes:
[1] CPH = College of Public Health, UP Manila
[2] GE = General Education
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