1. Beth Overman Dr. Barbi Honeycutt

2.  After this workshop, participants will be able to…  Explain the importance of managing a learning environment  Compare today’s learning environment with your own past experiences  Discuss how to establish guidelines, expectations, and rules  Discuss non-confrontational ways of dealing with classroom issues  Share and practice managing classroom situations

3.  Discussion Questions  Case Studies: What/What not to do!  Draw your Classroom  Guidelines for how to start the semester off right

4. With a neighbor, ask…  How do you think today’s classroom and/or learning environment is changing?

6.  In your experience teaching, what is your most challenging situation to manage in the classroom?

7.  1.  2.

8.  This student would need to be privately told that their attitude was confrontational and asked how this might be resolved mutually.  "Be careful not to read most questions about content, interpretation, or assignments as a challenge of authority. Acting as it they are not, even when you suspect they are, can convey a sense of confidence and control. Sometimes merely assuring the student, while smiling, that you have indeed reflected on this issue at length and that they too will understand soon why the information or the assignment is valuable diffuses the situation. You may even want to encourage them to ask the question again at a later date if necessary."

9.  Students should/should not be allowed out of the classroom without permission?

10.  Non-verbal behavior, perceived as disinterest.  Do you need a more comfortable seat?  Please move forward so you can better see the projector screen.  Some students are extremely shy and it might take half of the semester before they open up enough to make sustained eye contact or face the instructor completely.

11.  Let the class decide consequences for breaking policy  loss of participation points, present on a topic of interest to the class  Allow pagers and cells to be on the vibrate setting  Students attend to problems during breaks rather than in class  Practice what you preach!

12.  Give them a few class periods to settle in.  “I’m so excited that you are excited about the class, but everyone needs a chance to participate.”  “Plant” discussion questions

14.  One Approach: wake the student up!  Ask them to step outside with you. Tell the student that it’s best for the rest of the class if they return when they are awake enough to be an active participant.  Extra credit research assignment covering the subject matter they missed  Another Approach: don’t wake the student up!  The information the student misses will be on the next test or assignment, and he/she will have to work hard to make up that time  Alternative Approach: is to assume extenuating circumstance  The student does not feel well, was up most of the night with a sick child, etc.  Approach it with true concern for the student's health and well being. Most of the time, student's are so embarrassed and so appreciative of your genuine concern that they don't let it happen again.  Encourage students to actively participate, take notes, and break up the session with activities or paired conversations about a topic

15.  There should be clear parameters set around this issue up front – either in your syllabus or in the class decided norms.  Stick to your guns on the policy.  Some fair policies might include 3 tardies equals one absence.  It might be best to discuss this with students individually; some are habitually late because they are dependant on bus routes or other drivers for transportation to school.

20.  Take 2 minutes and draw your classroom.  Circle the “Hot Spots” of discipline problems

21.  http://www.4faculty.org/includes/108r2.jsp http://www.4faculty.org/includes/108r2.jsp