Classr oom Manage me nt E llie F e nton De pa rtme nt o f Mo - - PowerPoint PPT Presentation

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Classr oom Manage me nt E llie F e nton De pa rtme nt o f Mo - - PowerPoint PPT Presentation

Aug 12, 2023 111 likes •457 views

Classr oom Manage me nt E llie F e nton De pa rtme nt o f Mo de rn L a ng ua g e s a nd L ing uistic s Da nny Ba ke r De pa rtme nt Sta tistic s Pr e se ntation Outline I ntro duc tio ns/ I c e b re a ke r Diffe re nt a spe c

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SLIDE 1

Classr

  • om

Manage me nt

E llie F e nton

De pa rtme nt o f Mo de rn L a ng ua g e s a nd L ing uistic s

Da nny Ba ke r

De pa rtme nt Sta tistic s

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SLIDE 2

Pr e se ntation Outline

  • I

ntro duc tio ns/ I c e b re a ke r

  • Diffe re nt a spe c ts o f c la ssro o m ma na g e me nt
  • Se nsitive T
  • pic s
  • Pie and Coffe e Br

e ak!

  • Ha ndling diffic ult situa tio ns
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SLIDE 3

What ar e ne c e ssar y c ompone nts of e ffe c tive c lassr

  • om

manage me nt?

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SLIDE 4

How Do You De fine Cla ssroom Ma na g e me nt?

  • I

s it pro a c tive o r re a c tive ?

  • Whe n do e s c la ssro o m ma na g e me nt

b e g in?

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SLIDE 5

E xpe c ta tio ns I nstruc tio na l Me tho ds Ma te ria ls T ime Ma na g e me nt Co mmunic a tio n Cla ssroom Ma na g e me nt Ha ndling Diffic ult Situa tio ns

https:/ / www.yo utub e .c o m/ wa tc h? v=3E fh5yIVK DY

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SLIDE 6

Se nsitive T

  • pic s
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SLIDE 7

Who: 20-25 stude nts What: F

irst-ye a r writing c o urse T his c o urse disc usse s c o ntro ve rsia l to pic s, intro duc ing inte ntio na lly ‘ ho t b utto n’ issue s

Why: Stude nts ne e d to b e a b le to re c o g nize / a rg ue mo re tha n o ne

pe rspe c tive o f a n issue Stude nts sho uld find ‘ c o mmo n g ro und’ with o ppo ne nts o n c o mple x issue s

T he Sc e nar io: Stude nts re a d a n e ssa y b y a pro mine nt fe ma le a utho r a b o ut

ho w wo me n in the U.S. a re c ultura lly ‘ la b e le d’ a nd, c o nve rse ly, a b o ut ho w me n do no t re c e ive the sa me la b e ls. T ina T hwa rte r is wa iting fo r yo u to b e g in c la ss: “I ’ m no t g o ing to re a d this tra sh,” she sa ys. “My da d sa ys I do n’ t ha ve to b e c a use I ’ m no t [in sta g e d whispe r] a fe minist. I ’ m he re to le a rn impo rta nt thing s.”

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SLIDE 8

Who: 100+ stude nts What: L

a rg e le c ture ST E M c o urse ‘ E vo lutio n vs. Cre a tio nsim De b a te ’ is to da y’ s to pic

Why: Yo u a ntic ipa te so me to b e unc o mfo rta b le / upse t b e c a use this type o f

disc ussio n c a n c ha lle ng e pe rso na l b e lie fs Yo u a ntic ipa te o the rs to ig no re pa rts o f the disc ussio n the y do n’ t suppo rt

T he Sc e nario: Mo st o f the c la ss unde rsta nds tha t yo ur jo b a s instruc to r is to

te a c h the m so me thing ne w, a nd the y will re me mb e r yo ur le sso n a b o ut te sta b le info rma tio n a nd mo ve o n (pe rso na l b e lie fs in c he c k). A fe w T hwa rte rs, ho we ve r, de c ide tha t the ir b e lie fs a re b e ing tra mple d a nd the ir fa ith c ha lle ng e d. T he y sta nd up during yo ur le c ture a nd q uo te Bib le ve rse s e xpla ining ho w yo u’ re wro ng . Ma ny stude nts a g re e with the m, b ut the y sta y se a te d a nd sile nt. Othe r stude nts disa g re e , b ut a lso re ma in se a te d. No o ne is sure wha t to sa y o r do .

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SLIDE 9

Se nsitive T

  • pic s
  • Ha ve yo u ta ug ht se nsitive to pic s in yo ur c la sse s?
  • Ho w did yo u ha ndle the m?
  • Wha t a dvic e c o uld yo u g ive to o the rs?
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SLIDE 10

Handling Se nsitive T

  • pic s
  • Pla n a he a d:

– Se t the to ne e a rly – I nc lude e xpla na tio n in sylla b us – Ha ve spe c ific o b je c tive fo r disc ussio n

  • F

a c ilitate disc ussion; don’t domina te it

  • Disc uss with othe r

T As/ pr

  • fe ssor

s:

– I de a s – Me tho ds – E xpe rie nc e s

  • Re mind stude nts to be r

e spe c tful

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SLIDE 11
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SLIDE 12

Handling Spe c ific Situations

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SLIDE 13

T he T a lka tive

(K no w-it-a ll Na nc y)

T he Chatte r s

(Cha tty Ca thy & Co nve rsa tio na l Ca rl)

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SLIDE 14

Handling Spe c ific Situations

  • Monopolize disc ussions

– Se t e xpe c ta tio ns fo r c la ss pa rtic ipa tio n – T hink-pa ir-sha re – I nc lude c la ss pa rtic ipa tio n a s pa rt o f stude nts’ g ra de – Use turn-ta king stra te g ie s – Pro vide stude nts with e no ug h time to c o me up with a n a nswe r

  • Are disruptive or off- topic

– Quizze s a t the b e g inning o f c la ss – Po ints fo r sta ying in c la ss the who le time – Give the m a re a so n to sta y – T a lk to the stude nt

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SLIDE 15

T he Disr e spe c te r s

(Yo u c a n’ t te a c h!)

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SLIDE 16

Handling Spe c ific Situations

  • Come to c lass unpr

e par e d

– Give sho rt, pe rio dic q uizze s – Assig n q ue stio ns to b e c o mple te d b y c la ss time – Ha ve stude nts re spo nsib le fo r pre se nting spe c ific to pic s in c la ss

  • Sle e p/ don’t pa y a tte ntion / c e ll phone s/ e tc .

– T ry using sma ll g ro ups – b re a k up the le c ture with a c tivitie s – Ma ke stude nts ta ke no te s – Mo ve a ro und the c la ssro o m – Ha ve stude nts c ha ng e the ir se a ts – Disc uss this issue with the stude nt a fte r c la ss

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SLIDE 17

T he Bullie s

(Bill the Co p & the Busy Be e s)

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SLIDE 18
  • Dispute the ir grade s

– Pre ve nta tive Stra te g ie s – Ha ve a d e ta ile d g ra d ing rub ric a nd re fe r b a c k to it – Ha ve a c le a r po lic y o n g ra d e re vie ws – Pro vid e fe e d b a c k whe n g ra d ing – Mo ve thro ug h the first pa g e o n a ll e xa ms b e fo re g o ing o nto the se c o nd – 24-ho ur rule – E mpha size fa irne ss a nd tha t g ra d e s a re “e a rne d ” no t “g ive n”

  • Have trouble working toge the r on proje c ts (group dynamic s)

– Use te a m-b uild ing e xe rc ise s – Pe e r a sse ssme nt – Pro vid e so me c la ss time fo r g ro up wo rk – Re q ue st inte rim re po rts – Cha ng e up g ro up me mb e rs thro ug ho ut the se me ste r – T ho ug htfully c re a te g ro ups

Handling Spe c ific Situations

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SLIDE 19

Sc hola rships, a thle te s, fe llows & more

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SLIDE 20
  • Sc hola rships, a thle te s, fe llows & more

– Re q ue st tra ve l do c ume nts/ ro ste rs/ itine ra rie s in a dva nc e – Co nsiste nc y with ma ke -up po lic ie s (sylla b us) – E nc o ura g e use o f o ffic e ho urs/ c a mpus re so urc e s – Do n’ t fe e l g uilty/ re spo nsib le fo r stude nts’ g ra de s

Handling Spe c ific Situations

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SLIDE 21

Ac ade mic Dishone sty

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SLIDE 22
  • Che ating

– Co mmunic a te po lic ie s o n c he a ting – sylla b us – Struc ture writing a ssig nme nts to pre ve nt c o pying – E mpha size fa irne ss a nd tha t g ra de s a re “e a rne d” o n a n individua l b a sis – Ra ndo mize se a ting

  • Plagiarism

– K no w a nd fo llo w the institutio ns pro c e dure s – Se ttle the ma tte r info rma lly/ fo rma lly – Use T urnI t in – Cha ng e up g ro up me mb e rs thro ug ho ut the se me ste r

Handling Spe c ific Situations

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SLIDE 23

Pr

  • fe ssional Boundar

ie s

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SLIDE 24
  • Be haviors inappropriate to the T

e ac he r-L e arne r re lationship

– K no w the unive rsity instruc to r-stude nt re la tio nship po lic ie s – T re a t a ll le a rne rs e q ua lly re g a rd le ss o f a g e , g e nd e r, ra c e , e thnic ity, na tio na l o rig in, re lig io n, d isa b ility, o r se xua l o rie nta tio n – Ad d re ss unc o mfo rta b le situa tio ns imme d ia te ly – L e a ve o ffic e d o o r o pe n d uring 1-o n-1 me e ting s

  • Avoid

– lo ss o f pe rso na l c ivility inc lud ing sho uting , pe rso na l a tta c ks o r insults, d ispla ys o f te mpe r (suc h a s thro wing

  • b je c ts);

– d isc rimina tio n o f a ny fo rm inc lud ing in te a c hing a nd a sse ssme nt b a se d upo n a g e , g e nd e r, ra c e , e thnic ity, na tio na l o rig in, re lig io n, d isa b ility, o r se xua l o rie nta tio n; – re q ue sts fo r o the rs to pe rfo rm ina ppro pria te pe rso na l e rra nd s unre la te d to the e d uc a tio na l situa tio n a t ha nd – g ra d ing / e va lua tio n o n fa c to rs unre la te d to pe rfo rma nc e , e ffo rt, o r le ve l o f a c hie ve me nt

Handling Spe c ific Situations

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SLIDE 25

Pr

  • fe ssor

s & Othe r T As

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SLIDE 26
  • Pr
  • fe ssor

s

– Ge t a list o f e xpe c te d T A re spo nsib ilitie s – F

  • llo w up disc ussio ns via e ma il

– Ho ld mo nthly me e ting s

  • Othe r

T As

– Use te a m-b uilding e xe rc ise s – T ho ug htfully c re a te g ra ding rub ric s – Addre ss c o nflic ts imme dia te ly

Handling Spe c ific Situations

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SLIDE 27

Summar y

  • Classr
  • om manage me nt e nc ompasse s many

aspe c ts

  • Pro viding c le a r e xpe c ta tio ns
  • E

ffe c tive c o mmunic a tio n

  • Cla ss instruc tio n a nd ma te ria ls
  • T

ime ma na g e me nt

  • De ve lo ping stra te g ie s fo r ha ndling diffic ult situa tio ns
  • Pr

e ve ntative Str ate gie s!

  • Pre pa ra tio n is the ke y (pro a c tive )
  • Re ac tive Classr
  • om Str

ate gie s

  • T

hink, do n’ t re a c t

  • Re dire c t – te ll the stude nts wha t the y sho uld b e do ing
  • Ma ke sure inte rve ntio ns a re time ly

https:/ / www.yo utub e .c o m/ wa tc h? v=d a NmT R40Gm8

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SLIDE 28

Que stions?

Ove r your he ad? Ask for he lp!

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SLIDE 29
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SLIDE 31
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SLIDE 33