Posts Tagged ‘classroom environments’
April 5 - What Group Dynamics Can Teach Us about Classroom Learning
By: Maryellen Weimer, PhD in Teaching and Learning
I am unabashedly proud of my pedagogical article resource file. I’ve been collecting good articles on teaching and learning since the early ’80s. I use the file almost every day, and in the process of looking for a particular article, I regularly stumble onto others whose contents I remember when I see them but have otherwise forgotten.
March 13 - When a Student’s Comment Feels Like a Personal Attack
By: Maryellen Weimer, PhD in Teaching Professor Blog
I got the idea for this post from the one-page “Teaching Tactics” feature in Teaching Theology and Religion. Faculty author Sara M. Koenig sets the context. “Most of us have had an experience in the classroom of a student saying something so offensive that it feels like a personal attack on us as professors.” (p. 51)
January 9 - First Day of Class Activities that Create a Climate for Learning
By: Maryellen Weimer, PhD in Teaching Professor Blog
There’s no discounting the importance of the first day of class. What happens that day sets the tone for the rest of the course. Outlined below are a few novel activities for using that first day of class to emphasize the importance of learning and the responsibility students share for shaping the classroom environment.
December 22 - Different Sources of Power that Affect the Teacher-Student Relationship
By: Maryellen Weimer, PhD in Teaching and Learning
Communication educators have taken a well-known typology of power and applied it to teachers. According to this theory-based schematic, individuals exert influence over other individuals based on five different sources of power.
September 2 - Assumptions about Setting the Right Classroom Climate
By: Maryellen Weimer, PhD in Effective Classroom Management
For quite some time now I’ve been interested in a widely held set of assumptions faculty make about the need to assert control at the beginning of a course. The argument goes something like this: When a course starts, the teacher needs to set the rules and clearly establish who’s in charge. If the course goes well, meaning students abide by the rules and do not challenge the teacher’s authority, then the teacher can gradually ease up and be a bit looser about the rules.
January 27 - Building Student Engagement: Classroom Atmosphere
By: Chris Palmer in Effective Classroom Management, Effective Teaching Strategies
In previous articles I’ve offered effective teaching strategies for building student engagement by setting the tone with the syllabus and first classes. Today we move to the general classroom atmosphere. The following suggestions will help you build an atmosphere of constant engagement, passion and learning.
