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Classroom Dynamics.

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Presentation on theme: "Classroom Dynamics."— Presentation transcript:

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?



5 I’m excited about my first day of class/section.
Wall Huddle: 2 reasons why/why not

6 I’m nervous about my first day of class/section.
Wall Huddle: 2 reasons why/why not

7 I’d rather be sleeping right now. Wall Huddle: 2 reasons why/why not

8 Being a great teacher means having less time and energy to be a great researcher.
Wall Huddle: 2 reasons why/why not

9 I didn’t answer totally
truthfully to one of these statements (including this one). Wall Huddle: 2 reasons why/why not

10 The most important skill for being a great section leader is public speaking or presentation style.
Wall Huddle: 2 reasons why/why not

11 The best discussion leader says very little and lets the students do almost all of the talking.
Wall Huddle: 2 reasons why/why not

12 Telling students exactly what’s on an exam and how to prepare for it is babying them.
Wall Huddle: 2 reasons why/why not

13 Anyone can improve basic teaching skills, but really great teachers just have a natural gift.
Wall Huddle: 2 reasons why/why not

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? Take a moment to make a list of the norms/processes you’d like to see take place in your class or section. What do you want students to willingly and regularly do? Have at least one. Form groups of 3. Each person shares one process; other 2 generate ideas for a short exercise that establishes that process. For example…thinking like a researcher; one of the very first exercises you would do in class is have students design a study….and you need to establish a norm for everyone, so how are you going to make sure everyone engages in the process? 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?” Ask for volunteers to do crazy things

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 Who’s shy?

20 What do effective teachers do in the classroom?
Don’t you love when there’s data?

21 Erdle & Murray 1986

22 Erdle & Murray 1986 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

23 Erdle & Murray 1986 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 Point: there is a balance here between self-disclosure and genuine interest in students. Erdle & Murray 1986

24 Erdle & Murray 1986 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

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

26 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?

27 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.)

28 Want to talk about teaching strategies or get feedback on your teaching?
Office 423, anytime

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