I agree with you. When we stop learning, we stop growing. If I can't learn from my own mistakes, how do I expect others to learn from me?
I learned early on to be early as well. If I don't arrive 15 minutes early, my students think something is wrong. I also learned that moving around the classroom helps. It helps the ones that want to engage in private conversations stop and pay attention to what is going on in my classroom.
I try to remember to critique the behavior, not the individual. We learn this when we discipline our children, and it works with adult students as well. Everybody needs to feel appreciated and not ridiculed - especially if they truly see nothing wrong with their behavior.
I learned to take a proactive approach. This will help both me and my classroom management techniques as well as my students.
I teach at night and sometimes this can be a difficult time for students that work to pay attention and actively participate. Some have a difficult time even staying till the end of class so I reversed things and did any class activities at the beginning and lecture at the end so that students got right into action with activities and did not want to miss lecture at the end.
I also have improved a bit on moving around the
classroom. I personally hand back previous
assignments, and now I stop to congratulate or
praise their work. A little positive therapy
seems to work wonders, and they are more enthusiastic for the next assignment.
After taking Ed113 I tried using the "I" instead
of "you" approach. I asked the class who had any
questions about what I had just explained. Several
students had hands up and a couple were busy talk-
ing to each other. I looked at one and said, "I
would like to hear his question." He shut up immediately and everyone seemed to be so attentive
and courteous after that.
I think that in the past, I was more of a controller, I often found my self so unyielding with allowing the students to be themselves, and now after a couple of years, and having the right tools, I have become less of a controller and more of a guide. I have found that students really don't want to be treated like children so sometimes I find myself turning the accountability on them to engage the adult behavior they would like to obtain from me as their instructor.
Dixie, great post and a common are of conversation for many instructors. There are never any winners when you get into a confrontation with a student. You as the instructor tend to look like you are not caring and just there to take advantage of your title of instructor while students can shut down completely for the remainder of your time with them. Best practice is to remember that students rarely lash out with no reason and as professionals our focus is to get to the root cause of any issues and confrontational situations. Control the moment and do not let the moment control you.
James Jackson
I have found the tip about "I" statements and using students' names extremely helpful. I have always had difficulty with overly talkative students; because I teach in an accelerated program, sometimes there is a fine line between students' participating in discussions and monopolizing them. I fear being perceived as controlling and/or impolite when I interrupt. Right now I have an exuberant student who loves to "jump in" with loosely related "monologues" that take up too much time. Last class, I simply said her name, she paused, and I continued by saying "I think we need to move on for sake of time." She laughed and acknowledged that she "always talks too much." Now I wonder if I should have interrupted her sooner!
I teach courses that are five weeks long, which can indeed be a challenge. I have found it helpful to have a short activity the first class where students (in small groups) make lists of "Expectations" and "Responsibilities" first for the Instructor and then for Students. Then we hold a brief classwide discussion of the results so that we are all aware of and in agreement about our respective roles.
By always reminding them why they are at school in The first place,and this put The focus on them instead of you,and this keep The classroom running smoothly,and conducive to Learning.
I set the expectations the first day,and I explain I am not difficult to get along with,providing they follow the rules in their student success guide. I also explain that when it comes to teaching them how to use precision measureing tools,even though some may already know how to use them,I teach as if they know nothing about them,and keep it as simple as possible.
In the past with certian groups to improve on my classroom management, I have become more of a buddie to streghten my control aspects. Sounds unusual, but it works! I find that being friendly yet controling can actually earn respect with students.
With the class I am teaching now, I have seen improvments with the way students react and respond. My change in the way I correct them for talking during lecture, has made a big difference. I have gone from controller to buddy and back in previous classes with limited success.
I have several stories I tell regularly about mistakes or near-misses I've had. Students enjoy the drama, and it helps make the point that we can sometimes learn more from a "good" bad example than a "perfect" model. That means they don't have to always be "right" to make a valuable contribution to the class.
Years ago I was immediately defensive when a student questioned my position. While I never responded defensively, always waiting a beat to reply with an appropriate inquiry, I knew that there was a brief moment when my feeling flashed across my face. Using the tools of Neuro-Linguistic Programming, I reframed my response to go directly to genuine curiosity. The difference was very subtle but quite liberating. That attitude of open (and polite)exploration of varying viewpoints is something I'm trying to foster among all members of my classes.
Ryan, experience is the best teacher and learning from our own mistakes is also a great learning tool. The more training and mentorship that is provided to new instructors the faster they will advance along the learning curve. What are some of the resources provided at your institution for those new to teaching? Thanks for anything you can share.
James Jackson
Yvette, great topic. Nothing wrong with taking control over the seating arrangement of the classroom. Good idea to also explain to the students the benefits of getting closer together so they understand why you are taking control over where everyone is sitting.
James Jackson
Most young, or inexperienced teachers turn to the controller role at first. What is key is recognizing this, then moving into the guide through training and practice.
I have instructors right now that are dealing with the very same situation. They will get better with guidance.
Sometimes with a small group I would gather the students in a group rather than having to spread through out the class room. Just to make it a little more personal.
