chapter 4
Your Action Plan for the First Week of Classes
Most students arrive at the first class with a rush of emotions. What's this class going to be like? Is the professor going to be interesting, or at least cute? How hard are the tests and papers going to be? Why did I take this course, anyway? Who is that dude or babe sitting next to me? Why is it so crowded? And hot? Questions blend into questions. And more questions. And then, the professor walks in. The class falls silent – after all, it's the first day.
The professor starts talking. Gives his or her name, rank, and serial number. Says a few words about the subject matter of the course. And what his or her approach is going to be. Gives you a two page document, and says a few words to "fill it out." But all that's for later, you think, so you fold up the handout and put it in your notebook. The professor asks if there are any questions. Someone mumbles something about the wait list. And then you're dismissed. Not so bad, you think. It's only taken 20 minutes. And, thank God, nothing has gone on.
But believe it or not, in those brief moments of the first class amazingly much has gone on. For in the professor's introductory remarks, in his or her brief musings on the syllabus, and in your general "impression" of the professor, are contained enormously important clues about what the course is going to be like – and whether it's a good idea for you to be taking that course. Some of which bear directly on the grade, and most of which will never come your way again...
