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Introduction:

The Courses in DMM are a challenge. A challenge for the teacher. They should 
always be &ndash; it is in the nature of the Courses, because in the Courses the teacher 
excels in both content and method. The students come for the Course in a dialectic 
exchange between Studies, Courses and Experiences. They come to be inspired, to 
be challenged intellectually and emotionally and sometimes practically, they come 
to discuss difficult and important questions, they come to read texts and see films in 
a collective process, which is different from when they study on their own. 
 
Now, you are the teacher. So you are the one to deliver all this. 
 
You may be lucky to have had teachers, who gave lessons that lived up to the 
demands described above, or you may not have had such teachers. Usually we think 
of copying some ways of our best teachers. Do it with care in this case. A DMM 
Course is not a lesson: a lesson is basically a unit of time and not of a defined form. 
 
The wording says: &#39;&#39;select a challenging Course (for you, the teacher!)&#39;&#39;. This is to 
say that to get the most out of this particular DMM task that you are solving now, 
you must set the challenges at a high level for yourself. That is, choose a DMM 
Course that you are not sure about how to give, a good one, a Course that you 
yourself would love to attend because it seems to be interesting and challenging. 
 
Choose a Course where you will have to do your best in order to excel as a teacher. 
The choice is a choice of content, form and methods. The content must be important 
for the students and for yourself, the form must forward the content in the best 
possible way. The methods that are used must live up to the importance of the 
content, and to the importance of the students grasping it. 
 
Another aspect of getting the most out of this task is to use the Course materials as 
intended: the title and the wording, which are indicating the theme of the Course 
and explaining the main content or sometimes the objective; the introduction which 
has been written to the student as inspiration and preparation for participating in the 
Course, and the directive which tells you and the students how to implement the 
Course. Follow what is there in the DMM Course. Apply the rule:&#39;&#39;You are allowed 
to change &ndash; but only to the better, the more demanding!&#39;&#39; 
 
A third aspect is to put efforts into your own preparation. Often the Courses contain 
quite some contents, with files to be read by the students, and other files to be read 
exclusively by you, for your preparation. Or a Course can contain a film. Read the 
texts, watch the films &ndash; it is part of your preparation. 
 
Prepare your introduction to the Course carefully. You may use elements of the 
introduction to the Course, but you will have to make it your own. Only then will 
your students open their minds and hearts to what you say, because they can feel 
that it is authentic. 
 
To give good DMM Courses is an art. The artist has something important to say, or 
rather, to communicate to others. To perform art is learned by preparation, acquiring 
skills and techniques, rehearsal, so that the artist can put forward what he wants to 
communicate. It is the same for all art forms. Including teaching.

Directive:

1. Decide which group of students you will invite for the DMM Course. 
 
2. Search the DMM you have at your disposal, by looking at titles, wordings 
and time, and shortlist 8 Courses that you would like to give. 
 
3. Take a closer look into introductions, directives and files, and then make your 
choice. Write a note for yourself on your arguments for the choice. 
 
4. Invite the students for the Course. 
 
5. Make your preparations, using the introduction, directive and files. Include 
the practical preparations. 
 
6. Prepare how you will introduce the Course to the students &ndash; maybe a speech, 
maybe another form. 
 
7. Give the Course to the group of students. Upon concluding the Course, invite 
the students for a small debate about what they think about the Course and 
the way you gave it. 
 
8. Write your own conclusion on this task in one page, with good advice to 
yourself for the next Course. Include some of the comments from the 
students. 
 
9. Ask your tutor for comments to your writings.

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