A Sample "Script" to Help You Conduct a Great CFU Class

"The Greeting"

(Having arrived at least 30 minutes early, the CFU teacher explores the facility discovering where temperature controls, restrooms, public telephone, and refreshment options are located) When the first student arrives, the dialog goes something like this:

Student: "Is this where the class Stalking Happiness is happening?"

Teacher: (Welcoming each student as they enter the room. Smiling at each one!) "Yes it is! Thank you for coming. Please take a seat in the front of the room and make yourself comfortable. (Guiding each arriving student to a seat close to another student) "Let me introduce you to Sandra." (That way they can begin talking and loosening up before you start the class. (A relaxed, participating group of students will make the teacher's job much easier.)

Collecting CFU Class Tickets and Materials Fees

Teacher script: (To assembling group) "Please get out your class ticket and sign it at the bottom. Tear off the bottom third and have it ready for me to pick up. The top part is your receipt. Those of you who registered quite recently have probably been given a confirmation number over the phone in lieu of a printed ticket. Raise your hand if this applies to you and I'll give you a blank ticket to fill out and sign. Place your personal confirmation number in the upper right corner, please. I will also be collecting your materials fee of $##. Please have as close to exact change as possible, or a personal check."

(Teacher then picks up each ticket & materials fee (if any), exchanging them for a copy of the class handout.)

(Note: One of CFU's best teachers then asks: "How many of you are taking your first CFU class?" He then extends them a hearty welcome to CFU and says a few words about the benefits of lifelong learning.)

Introductions:

(The following scenes are to be improvised by Teacher in a warm and engaging manner)

Start class by introducing yourself for one to three minutes. This is the time to inform your students WHY you are qualified to lead the course.

Announce the main objectives for the class for the next three to five minutes. Tell them WHAT they will leave with, and HOW you will teach it.

(Major Question: Should you now have the students introduce themselves?)

1. If the class is an all day or multi-session class, YES. 2. If the group is under twelve people in size, YES. 3. The challenge comes for one session 2-3 hour classes with large numbers of people. Generally, it is better to NOT have these groups go around and introduce themselves at the beginning. But you can develop a strategy of having each person introduce himself or herself before asking a question. (Or in some other "in context" manner.)

Major Content

In spite of the improvisational nature of each class experience, you must create an outline to follow in class if your students are to retain your information after they leave class. It is no good to entertain them in class only to have them remark a week later: "Class was fun, but I can't remember how to do at home what the teacher showed us in class."

Students should receive copies of your outline, with space between points to take notes.

More improvisation: Do not simply lecture for hours on end. Map out your points on your own copy of the outline, and place beside each point the teaching technique you will use to best make that point. (Techniques might include: props or visual images, charts, case studies, role plays, breaking up into small groups to problem-solve a topic, brainstorming alternatives, personal testimonials from students, and handing out a written passage and having students respond with reactions and analysis.)

Tip: For complex topics that span multiple weeks of class sessions it us often extremely helpful to make use of short inexpensive textbooks. Recommend reading assignments --remember that you want them learning between classes as well as during class.

(Aside: Include a recommended bibliography of other books, magazines, etc. which you recommend for further study. If your subject includes a fair number of vocabulary terms which might need defining, why not prepare a "glossary page" for your students to save you from being interrupted to define your terms?)

Cross-Market With Other CFU Teachers: Make sure you look through the CFU catalog and see what other classes might further your students learning after they leave your class. Call your fellow CFU teachers and ask them about their classes. Recommend those classes to your students.

Intermissions:

Adults need a break every hour to hour and a half. Tell your students before the first break a) how long it will last and b) where refreshment and lavatory facilities are located.

(Reminder: Room temperature is vital. Monitor your room's comfort level and intervene if it needs adjusting. If you are teaching at the CFU Victorian building, 1510 York, you can open a window or turn on a window air conditioner. If you are teaching at 2315 E. Colfax—CFU’s main classroom annex, then you have to turn on or off the swamp cooler fans in the utility room in the corner of Room 25 [the very back room]). At Lowry, evaporative coolers have controls either in the classrooms or nearby. Windows must be open for evaporative coolers to work! Look for directions and follow them. During the heating season, you can turn up individual heat controls at Lowry (either on the walls or on the radiators.)

"Send Off"

Sum up your major points at the end.

Give them tips about how to keep learning.

Thank them for choosing CFU and you to learn with. Ask them to please fill out and return the postage-paid evaluation card which they received in their ticket envelope in order to help us all improve.

Finis