TEACHING CONCEPT

Call by name

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Antje Simon, Dagmar Dörger, Corinna Brenner
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Work on the relationship level pays off for success on the factual level. It therefore makes sense to take time to get to know each other during courses.

You should not shy away from a personal round of introductions, even in larger groups, or at least those that are still manageable.
A short round of introductions with names, perhaps origin and other simple questions is recommended at the kick-off event. Name cards for the first course(s) help to memorise the names and then allow all students to be addressed personally.

Introducing and getting to know each other contributes to a pleasant working atmosphere.

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General conditions

It is up to each individual to decide where the boundaries of mutual understanding lie. Large events are certainly not suitable for this.

Consequences

The personal introduction shows students the interest of a teacher and their emotional involvement in the course.

As a variation to the personal introduction, it is conceivable that neighbours first ask each other certain questions (examples: name, origin, interest in the topic, expectations, previous knowledge) and then introduce themselves to their neighbours in plenary.

In addition to getting to know each other, an open, chatty atmosphere contributes to getting to know each other beyond the course. Open doors to the lecturers' offices or the offer of coffee are seen as a contribution to this.

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