When arguments erupt the class, or someone makes an inflammatory comment, your role as instructor is preserve the learning environment.
Transform the arguments into a productive debate.
2.1.1 take a deep breath and asses what is happening
2.1.2 encourage students to discuss ideas in the classroom
2.1.3 offer continue
after class or
email if it is not
the central goal
of the session
2.1.4 generate all possible evidences from both sides of a debate
220.127.116.11 suspending judgement
18.104.22.168 encouraging reflection
2.1.5 if a student
student's ideas, ask
to restate what he
thinks about the
22.214.171.124 allow clarify their statements
2.2 WHEN ONE STUDENTS DOMINATES THE CLASSROOM
Over talkative or disruptive students can derail a class, try this to refocus the class and involve others students.
Show apreciation for their commitment to the class
2.2.1 Ask others
2.2.2 try participation
involve the whole
2.2.3 If the students
talk with he privately,
thank for his
participation and ask
2.2.4 Ask the full class how many
students would prefer that you
spend the class time answering a
126.96.36.199 office hours
2.3 WHEN STUDENTS REMAIN IN SILENCE
If you have students who never answer a question, offer an opinion... try these strategies for involving them into the classroom
Taking with the student privately can also help
and if they want to remain in silence is their right and we have to respect.
2.3.1 Make sure that you know the names of your
students and all the members of the class know
each other by name
2.3.2 Create a safe environment, give feedback and
thank each student for their contribution. Give
the opportunity to revise or clarify their
2.3.3 Prepare students for full-group discussion, first discuss in pairs.
2.3.4 Do not put a silent
student in the spot unless
you establish the norm of
calling students who have
2.3.5 If you have the norm, make
questions that do not have a single
2.3.6 Require all students to
stop by your office
hours at the beginning
of the quarter
to email you
2.4 STUDENTS EXCUSES
The best you can do is have a policy, let students know it at the beginning of the quarter, and retain the right to be accommodating if the situation merit it.
2.4.1 Offer some flexibility to
use their discretion.
student do not need to
provide an excuses, but
they get only one free
2.4.2 Have a standart
grade penalty for late
2.4.3 All excuses that
students know in
advance have to
before the date
of the exam
2.4.4 Recognize that not all students feel
confortable giving excuses. Invite your
students to include a note and let them
to know that you must take into
account in the final grade.
2.5 GRADE COMPLAINTS
Inevitably some students will complain if you give them a lower grade than they expected, because of the grade inflation in top universities, family pressures and some students think that the need a near perfect GPA in order to achieve their professional and personal goals, you will have more success handling grade complains if you listen and respond to their anxieties. Ways to minimize the likelihood of grade complaints below.
You retain the right to adjust them up or down.
2.5.1 Make clear from the
beginning what you
expect in paper or test
2.5.2 Hand out guidelines
for good essay or
2.5.3 When you return the
papers, make suggestion
for better performance and
note strong points
2.5.4 Give the option to
handing a first
2.5.5 Save examples of students
work to represent the full
grade distribution, to explain the grade
3 ACTION RESEARCH
3.1 WHAT IS IT?
Is a method of research whose purpose is to reflect about the teaching practice, in a way that affects the quality of learning and teaching.
188.8.131.52 The predominant character of the action
184.108.40.206 It implies a
new way to
Taking critical information know, previous diagnosis of the problem. The objectives to achieve are formulated and it is programmed with flexibility and adaptability.
on deliberatd and controlled way
3.2.3 Observation of the action
in order to collect evidences that help to evaluated it, it should observe and record the effects of the action
on the action recorded during the time of observation and developed by the discussion with participants and other educational agents.
It leads to generate a new situation with the results possibly the need to plan a new stage in the process of continuous improvement.
3.3 Some elements for planning the action research process