Classroom Dynamics

1. Classroom Dynamics

2. Classroom Dynamics • How do you get students to do what you want them to do? • What do students want teachers to do? • What are YOU going to do in your class?

4. YOUR FACE HERE

5. I’m excited about my first day of class/section.

6. I’m nervous about my first day of class/section.

7. I’d rather be sleeping right now.

8. Being a great teacher means having less time and energy to be a great researcher.

9. I didn’t answer totally truthfully to one of these statements (including this one).

10. The most important skill for being a great section leader is public speaking or presentation style.

11. The best discussion leader says very little and lets the students do almost all of the talking.

12. Telling students exactly what’s on an exam and how to prepare for it is babying them.

13. Anyone can improve basic teaching skills, but really great teachers just have a natural gift.

14. What just happened? My Goals • Process: Establish norms of full participation, self-reflection, self-disclosure, and student-student interaction • Content: Thinking about what makes a “good” teacher

15. What just happened? Strategies • Everyone has to make the decision to participate at the same time = norm established. • Make the internal external (name tags; wall walk) • “Press” to “express” (solo write before small group share; physically committing to a position before defending) • All processes include relevant content • Content foreshadows future activities/discussion

16. What are the norms/processes you want to establish? • Participation • Self-reflection • Self-disclosure • Critical analysis • Creative problem-solving • Thinking like a researcher • What’s your goal? Almost everything you do in the classroom should support your goals.

17. And now, for a very special demonstration…. “But Kelly, it’s so much less scary to just give a review lecture or throw a discussion question to the group! What if students don’t do what I want them to do?”

18. Students like when something happens! • Students will do what you ask them to do if you believe they will do it. • You can build anticipation and increase attention just by asking students to do something different. • If you feel like you are taking a risk in your teaching, students will feel the excitement of uncertainty.

19. YOUR TURN

20. General Principles for Teaching All Students • Don't overlook capable but quiet students. • Give female and male students equal attention and equally specific feedback. • Increase wait time the amount of time you allow for students to formulate an answer to a question in class. • Avoid sexist language in classroom discussions, lectures, and in written materials that you distribute to the class. • Do not give them the answers – encourage problem solving • Monitor classroom dynamics to ensure that discussion does not become dominated by more aggressive students. • Vary the classroom structure to include more than just competitive modes of learning. • Revise curricula if necessary to include female experiences, and to include them in more than just stereotypical ways. • Do not ask female students to perform activities you would not request of male students or vice versa.

21. What do effective teachers do in the classroom?

22. Erdle & Murray 1986

23. Factor 1: Rapport • Offers to help students with problems • Interested in students' ideas • Sensitive to students' feelings • Available for consultation outside of class • Talks with students before or after class • Tolerant of other points of view • Concerned that students understand subject matter • Knows individual students by name • Flexible regarding deadlines and requirements • Praises students for good ideas • Shows strong interest in subject matter Erdle & Murray 1986

24. Factor 2: Interest • Relates subject matter to current events • Describes personal experiences relevant to subject matter • States own point of view on controversial issues • Focuses on controversial issues within subject matter • Points out practical applications of concepts • Relates subject matter to student interests or activities • Gives everyday, real-life examples to illustrate concepts • Tells jokes or humorous anecdotes • Presents challenging, thought-provoking ideas Erdle & Murray 1986

25. Factor 3: Disclosure • Advises students about how to prepare for tests or exams • Tells which topics are most important for exam purposes • Tells exactly what is expected on tests or in assignments • Provides sample exam questions • Makes students aware of overall objectives of course • Advises students about how to prepare assignments • Suggests organizational schemes for learning material • Suggests ways of memorizing complicated ideas Erdle & Murray 1986

26. Have yourself videotaped and watch yourself teach. • Try a CTL communication class or vocal improv class Erdle & Murray 1986

27. Open the Loop, Close the Loop • Focus on your hook. What is your opening question or exercise? • Leave them with a sinker. What was the point of what we just did? Is there anything they need to do to follow-up?

28. Sinker • How do I get students to do what I want? Be clear about your goals, and plan your first class to emphasize process, not just content. • What do effective teachers do? Pick one behavior from each category that you are going to do. • Just for fun: Before your first class, listen to the theme song of whatever fictional movie/tv show you selected (or meditate on the qualities of that teacher.)