Some students enter a classroom with the expectation that learning is a passive exercise. My purpose as a professor, however, is not to lecture my students, but to equip them with creative tools to discover their own ideas and express them through movement/body. My teaching method, as a trained dancer/choreographer, while accepted in a dance-focused class may be quite different from what students expect in a general education course. Do I need to check my teaching methods at the classroom door to accommodate student preconceptions? One semester in particular caused me to pause, reflect, and work to develop a deeper understanding of how preconceptions from students may affect the learning in a course. This essay explores my adaptation of the models of ‘small teaching’ (Lang 2016) and my version of flipping the classroom to narrow disconnect between my general education students and me.

一些学生进入教室时期望学习是一种被动的练习。但是，我作为教授的目的不是要向学生讲课，而是要为他们配备创新的工具，以发现他们自己的想法，并通过运动/身体来表达他们的想法。作为一名受过训练的舞者/编舞者，我的教学方法虽然被接受以舞蹈为重点的课程的接受，但可能与学生在通识教育课程中所期望的完全不同。我需要在教室门口检查我的教学方法以适应学生的先入之见吗？特别是一个学期，我停下来思考并努力工作，以加深对学生的成见可能会影响课程学习的理解。