Posts Tagged ‘climate for learning’
October 5 - Building Rapport with Your Students
Rapport, defined as “the ability to maintain harmonious relationships based on affinity” (a definition cited in the article referenced below), is more colloquially thought of as what happens when two people “click”—they connect, interact well, and respond to each other favorably.
September 2 - Assumptions about Setting the Right Classroom Climate
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.
In case you ever had any doubts, research verifies that both students and teachers find cell phones ringing in class distracting. The results also document strong support from students and faculty for policies against ringing cell phones. Although there was strong support against cell phones going off in class, the strength of that support was mediated by age. The younger cohort in the study was more tolerant of cell phones than the older cohort.
September 1 - Using the Syllabus to Lay Down the Law
“You will submit three projects.” “I expect regular participation.” “You must attend class.” “Students bear sole responsibility for ensuring that papers…submitted electronically to the professor are received in a timely manner.” The “arrogant tone” and “imperial commands” (p. 51) are an all-too-familiar part of syllabi for college courses, writes Mano Singham in the article cited