Posts Tagged ‘classroom management’
September 28 - The Question of Control in the College Classroom
By: Maryellen Weimer, PhD in Teaching Professor Blog
The August 24 post, What Does Your Syllabus Say About You and Your Course?, in which I asked a series of questions designed to encourage revisiting the syllabus in terms of its role in setting course norms and establishing the tone of the course generated some interesting responses. I am always pleased when a post stimulates reaction, including disagreement. This is how we learn and grow as professionals. It also makes blogs worth reading, in my opinion.
October 6 - Three Simple Keys to Effective Classroom Management
By: Monique Perry in Effective Classroom Management
Fall semester is well underway at my institution. Prior to classes starting I had the opportunity to have lunch with a couple of fellow faculty members. During our lunch, we discussed many topics related to the upcoming term, but classroom management emerged as a common point of contention.
April 7 - Dealing with Difficult Students: the Narcissist
By: Magna Publications in Effective Classroom Management
Editor’s Note: The following is an excerpt from the whitepaper Coping with Seven Disruptive Personality Types in the Classroom. This post deals with the narcissistic student.
March 23 - Coping with Seven Disruptive Personality Types in the Classroom
By: Mary Bart in White Papers
In a perfect world, college students are always eager, well disciplined, and respectful. Of course, you don’t teach in a perfect world, you teach in the real world. This white paper looks at unacceptable student behaviors and classifies them into seven easy-to-recognize styles, along with recommended approaches suited to each type’s idiosyncrasies.
January 29 - Conditions Associated with Classroom Conflict
By: Maryellen Weimer, PhD in Effective Classroom Management
Students can and do regularly disrupt the classroom. Sometimes they are openly hostile, challenging the teacher’s authority and objecting to course requirements and classroom policies. More often, the conflict grows out of their inattentiveness and passivity. They arrive late, leave early, talk during class, and don’t even bother to hide their boredom.
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.
December 4 - Building Student Engagement: 15 Strategies for the College Classroom
By: Mary Bart in Free Reports, Teaching & Learning
One of the most challenging tasks instructors face is keeping students engaged. Building Student Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.
November 18 - Can Clickers Enhance Student Learning?
By: Mary Bart in Effective Teaching Strategies
Dr. Peter M. Saunders, director of Oregon State University’s Center for Teaching and Learning, has heard the horror stories, and understands why faculty were hesitant to use clickers in the early years.
October 2 - Effective Strategies for Improving College Teaching and Learning
By: Mary Bart in Free Reports, Teaching & Learning
What we teach and how we teach it are inextricably linked. This special report helps you discover new ways to build strong connections between the two with strategies for engaging students, giving feedback, creating a climate for learning, and more.
October 1 - A Smart Way to Handle Student Excuses
By: Maryellen Weimer, PhD in Effective Classroom Management
Students and excuses seem to go hand in hand. Sometimes the excuses result from real events and personal problems that legitimately prevent a student from being in class, completing an assignment on time, or doing what some other policy or procedure may stipulate. Not having the wisdom of Solomon, most faculty struggle to fairly adjudicate between the real and unreal reasons offered for noncompliance.
