This is a term of new or else long-forgotten experiences for me.  This is the first time that I am teaching a traditionally-scheduled summer class (every day, 1.5 hours a day).  I have handled summer classes before, but they tended to be special schedules--every day for one week, etc. This is the first time in a long time that I am teaching a programming class. This is the first time in a long time that I've been slated for a 7:30 a.m. schedule. 

I find the experience terrifying and exhillerated all at once--the tension is similar to approaching a rollercoaster, lining up for your turn to ride. 

To add even more pressure and excitement to the mix, I established several policies that are particular to my class.  Note that CS21b has a standard syllabus that all of us follow.  I added the following, just for my section.  Note also that I've never had policies like these before in my entire teaching career.

1. I will give 5-point quizzes every day.  However, I think this is important because (a) I never check attendance and (b) I want to make sure that students at least read their notes before coming to class.

2. If I make a mistake in my slides or in an example, the first student to point out the mistake gets a +5 for quizzes.  This was not an original idea.  It actually came from Toto Opus of Physics.  This forces me to check and recheck the slides and examples before coming to class.  I also have to know the material inside-out.

3.  If I am ever late or absent, the whole class gets a +5.  I am almost never late.  I am almost never absent without notice.  But this is a 7:30 class, so.

4.  I gave each person in class a pink slip which they can use exactly once during the term.  They raise the pink slip if they are having problems with the way the class is being handled, e.g. if I am going too quickly or too slowly, if they think I am being unreasonable or unfair.  In other words, if they are having problems with the way I am administering or managing the class, they should raise the pink slip.  Of course, the pink slip is not necessary--the students are free to raise objections at any point.  However, I noticed that students, out of fear or intimidation, tend to keep quiet until it's way too late.  I am hoping that the pink slip is empowering--that they feel that, at this early stage, they have my permission--even encouragement--to raise objections, for as long as it will benefit the class.

The point of these policies is vigilance.  I want the students to be vigilant about the content that they are receiving.  I want them to be vigilant about the style of education.  And I want myself to be vigilant about what and how I teach.

This is an important course in that several courses ahead build on top of what the students learn now.  I don't want to cut them off at the knees by giving them less than they deserve.