Some students tell us they hate groups—as in really hate groups. Why do faculty love groups so much, they ask. I work hard, I’m smart, I can get good grades by myself, these students insist. Other students are a waste. I end up doing all the work and they get the good grade I earned for the group. Why do you, Professor Byrnes, make me work in a group. I hate groups!
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Effective Classroom Management
A disruptive personality can manifest itself in a variety of ways and levels of intensity. A student who’s always late to class, uses obscene or abusive language, sleeps in class, or has a strong sense of entitlement can create major challenges for college instructors.
Do better students sit in front, or does seat selection contribute to better grades? A recent study examined this question and found that students who sat in the back of the room for the first half of the term were nearly six times more likely to receive an F.
Do you have one or two high-maintenance students in your classes? If you do, then you know how they can sap your energy. The funny thing about high-maintenance students is they often look quite the opposite when they first present themselves to teachers.
Starting a lecture can be a challenge: getting everyone seated, attentive, and ready to move forward with the content can take several minutes. I have
Although endless volumes about classroom discipline proliferate in the professional libraries of K–12 instructors, as college professors we seldom think we need advice on the issue. After all, our students choose to be in classes at our institutions. Many, if not most, are placing themselves and their families in huge financial debt to attend. Besides, we’ll just kick them out of class if they display those behaviors not tolerated in civilized societies.
In the fifth installment of a six-part series on building student engagement today’s teaching tips focus on strategies for improving classroom interactions.
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.