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Managing the Successful Classroom - Face-to-Face and Online

Managing the Successful Classroom - Face-to-Face and Online. Jane Holbrook and Mark Morton, CTE New Faculty Workshop September 9, 2009. Why this session?. How do you respond to the inevitable frustrations and situations that crop up in the classroom?

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Managing the Successful Classroom - Face-to-Face and Online

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  1. Managing the Successful Classroom - Face-to-Face and Online Jane Holbrook and Mark Morton, CTE New Faculty Workshop September 9, 2009

  2. Why this session? • How do you respond to the inevitable frustrations and situations that crop up in the classroom? • What are the short- and long-term implications of your responses?

  3. Workshop Goals By the end of this workshop, you should be able to: • Identify common issues in managing students • Devise strategies to handle these issues • Consider the implications of these strategies

  4. Small Group Discussions Spend 10 minutes discussing the scenario assigned to your group. In your discussions: • Create strategies for dealing with your assigned scenario that you would be comfortable using • Be ready to share and justify one of your strategies

  5. Requests for Exemptions Scenario: Students ask for an exemption (to write an exam at an alternate time or to receive an extension on an assignment) for the following reasons: • Their parents are taking the whole family on a trip (that has been a life long dream for the entire family) • A relative (or friend) has passed away and they must attend the funeral • They feel ill or distressed and fear that they cannot complete the scheduled online task as a result

  6. Disruptive Laptop Use Scenario 1 : A few students in your class are using laptops in a way that distract other students and yourself: • Using a laptop for activities that are not relevant to your class • Students are complaining that their classmates are viewing inappropriate images during your class • Students are complaining that the sound of typing is distracting them

  7. Seeming Indifference and/or Disruption Scenario 2: A few students in your class seem indifferent to your efforts to create an academic environment by: • Chatting with fellow students in class • Arriving late or leaving early • Attending class sporadically, and then asking for help catching up • Making inappropriate comments in an online discussion forum

  8. Dealing with Complaints Scenario 3: Students indicate that the course could be improved and would like you to deal with the following: • The workload in your course is much heavier than in other courses at the same level • The grade being earned in your class is much lower than that being earned in the students’ other classes • Your TA isn’t doing a good job A twist … what if these critical comments are made in a course discussion forum?

  9. Concluding Thoughts • Consider how you define the situation • “problems” need fixing; “issues” need consideration • Prepare for issues in advance • course outline, university policies and procedures • Know what you are willing to accommodate and make it explicit • Engage your students in the discussion • Remain calm and listen respectfully • Strive for equity • Remember that “life happens”

  10. Selected References and Resources Carbone, E. (1999). Students behaving badly in large classes.New directions for teaching and learning, 77 (Spring), 35-43. Kuhlenschmidt, S.L. (1999). Promoting internal civility: understanding our beliefs about teaching and learning.New directions for teaching and learning, 77 (Spring), 13-22. Mongan Rallis, H. (2008). Student Laptops in College Classrooms: Upsides and Downsides. Instructional Development, University of Minnesota Duluth, Vol 25, No. 1, 3-4. Centre for Teaching Excellence (CTE) Teaching Tips: e.g., Classroom Management: Creating an Inclusive Environment; Conflict Management for Instructors; Large Classes: Limiting the Chaos Office for Persons with Disabilities Counselling Services University Policies and Documents: Student Petitions & Grievances, Discipline, and Appeals Policies Exam Regulations Course Outline Template Verification of Illness Form

  11. Role of our Centre Centre for Teaching Excellence We provide leadership in the promotion, development, and advancement of excellence in teaching and learning at the University of Waterloo: • by providing research-based resources to enhance teaching and learning practices, course design, and curriculum renewal; • by contributing to the development of teaching excellence by undertaking, fostering, and disseminating research on teaching and learning, including learning technologies; • by promoting the development of discipline-specific learning communities regarding teaching and learning issues. Who we are at CTE

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