1. C LASSROOM MANAGEMENT 101: COLLEGE CLASSROOM EDITION Tiffany Powell-Lambright, PhD Esteves School of Education May College May 22, 2013

2. W HY ARE WE HERE ??

3. W HAT DO YOU KNOW ABOUT YOUR STUDENTS ?

5. http://psamablog.blogspot.com/2010/06/bridging-generation-gap-why-it- matters.html

6. 6 TIPS FOR CLASSROOM MANAGEMENT Clear Expectations Accountability Maintain Engagement Modeling Establishing Boundaries Periodic Check-In’s Not Used to Negative Feedback ~Digital Age ~ Live for Now~ Entitled

7. 1. S ETTING EXPECTATIONS Clearly & concisely communicate expectations Conduct Submission of assignments Tardiness/Attendance Consistently review the expectations “3 Different Ways, 3 Different Days”

8. 2. A CCOUNTABILITY Student Question: What am I doing to ensure that I accomplish (ascertain) the outcome (knowledge/grade) in this class? Remind students of their responsibility to “manage” their learning and progress. “The Ball is in Your Court” Teacher Question: In what ways am I ensuring that students are accountable for their performance?

9. 3. M AINTAIN ENGAGEMENT Poll Everywhere- http://www.polleverywhere.com/multiple_choice_polls/ lcHA8HROeCr9Ap9 http://www.polleverywhere.com/multiple_choice_polls/ lcHA8HROeCr9Ap9 Take “Tech” Breaks (build into schedule) Allow “wait time” after posing questions “Think-Pair-Share” Exit and Entrance Slips (also assists with accountability) “Movement & Music”

10. 4. M ODELING Sample email in syllabus “Hello Dr. Powell-Lambright: I am writing this email to let you know that I will not be in class tonight. I have a family emergency that requires my immediate attention. I will make sure that I connect with Melissa to get the notes from today’s class. My apologies for any inconvenience this may cause. Thanks in advance for understanding. Sincerely Mike”

11. 5. E STABLISHING BOUNDARIES How do students address you? When/How do you respond to emails? Set your timelines for grading assignments/feedback “We teach others how to treat us.”

12. 6. P ERIODIC CHECK - IN ’ S How are you doing? Conduct and academics Include these check in’s at various points during the semester (don’t just wait until midterm or end of semester) Self Evaluations & Teacher Evaluations Student evaluates his/her progress/performance Teacher evaluates student progress/performance Not graded…just providing feedback and possible suggestions for improvement.

13. S ELF E VALUATION & TEACHER EVALUATION How Am I Doing ? Rate your performance for each area on a scale of 1-3 (1=Poor 2=Needs Improvement 3=Satisfactory/Target) Provide pertinent supporting evidence. Attendance 1 2 3Evidence: Participation 1 2 3Evidence: Turning in Assignments on time 1 2 3Evidence: Email/Personal Correspondence 1 2 3Evidence

14. C LOSING There’s not just one management style Using “educational” techniques add to the toolkit Content vs. Delivery College Classroom management it’s a process Trial and Error There is a distinct generation gap and it impacts interaction Students do have something valuable to bring to the learning environment Strive to incorporate at least 1 or more of these tips in your courses….increase, modify, over time.

15. T HANK YOU FOR PARTICIPATING !! I HOPE THAT YOU FOUND THE INFORMATION USEFUL powelt2@sage.edu