Difference between revisions of "Difficult Teaching Situations"
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| − | <br>Brainstorming of some challenging teaching situations. | + | === THURSDAY SESSION === |
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| + | === Brainstorming of some challenging teaching situations === | ||
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| + | === TUESDAY SESSION: === | ||
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| + | === <br>Brainstorming of some challenging teaching situations. === | ||
#students who have different levels of knowledge in interdisciplinary courses | #students who have different levels of knowledge in interdisciplinary courses | ||
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#'''unresponsive classroom''' | #'''unresponsive classroom''' | ||
#students doing poorly on exams (consistently) | #students doing poorly on exams (consistently) | ||
| − | #'''students asking you to increase their grade (probation)''' | + | #'''students asking you to increase their grade (probation)''' |
#offensive views in class (racism, sexism) | #offensive views in class (racism, sexism) | ||
| − | #'''having students in class who are at very different places in their undergraduate careers (different levels of sophistication in their abilyt to assimilate the information. Intellectual and social maturity)''' | + | #'''having students in class who are at very different places in their undergraduate careers (different levels of sophistication in their abilyt to assimilate the information. Intellectual and social maturity)''' |
| − | #'''interacting with large classes''' | + | #'''interacting with large classes''' |
| − | #'''students with unmoving opinions who bog down class time''' | + | #'''students with unmoving opinions who bog down class time''' |
#having students with different knowledge backgrounds (disciplinary backgrounds) | #having students with different knowledge backgrounds (disciplinary backgrounds) | ||
#students who have a lot of difficulty expressing themselves in writing | #students who have a lot of difficulty expressing themselves in writing | ||
| − | #'''as a lecturer, being caught unprepared''' | + | #'''as a lecturer, being caught unprepared''' |
| − | #'''students who try and undermine you in class''' | + | #'''students who try and undermine you in class''' |
#students being offended by the course content | #students being offended by the course content | ||
#students who have difficulty expressing themselves verbally | #students who have difficulty expressing themselves verbally | ||
#distractions (inside and outside the classroom). Cellphones, playgrounds, Blackberries | #distractions (inside and outside the classroom). Cellphones, playgrounds, Blackberries | ||
| + | <br> | ||
| − | + | Annnnnnd, solutions! | |
| − | Annnnnnd, solutions! | + | |
#4: Unresponsive students | #4: Unresponsive students | ||
| − | *intimidations (check the laws) | + | *intimidations (check the laws) |
| − | *change locations, rearrange classroom | + | *change locations, rearrange classroom |
| − | *change style of questions (more leading, for example) | + | *change style of questions (more leading, for example) |
| − | *use multiple style of teaching | + | *use multiple style of teaching |
| − | *"this might be on the exam" | + | *"this might be on the exam" |
| − | *incentives (such as candy) or extra points (participation grades) | + | *incentives (such as candy) or extra points (participation grades) |
| − | *ask questions of students in smaller groups (they respond a s group) | + | *ask questions of students in smaller groups (they respond a s group) |
| − | *use technology (like clicker or showing multimedia, and then ask questinos about the film - for example) | + | *use technology (like clicker or showing multimedia, and then ask questinos about the film - for example) |
| − | *asking questinos that are related to the real world (so it's not jsut about theory - connect it with life) | + | *asking questinos that are related to the real world (so it's not jsut about theory - connect it with life) |
| − | *ask students to come with a response (to art, example) which brings guidelines to the classroom discussion | + | *ask students to come with a response (to art, example) which brings guidelines to the classroom discussion |
| − | *re: marking. Encourage them to talk by promising the participation marks. | + | *re: marking. Encourage them to talk by promising the participation marks. |
* | * | ||
#6: students who argue for more grades | #6: students who argue for more grades | ||
| − | *remind studetns that review of grades can go up or down | + | *remind studetns that review of grades can go up or down |
| − | *engage the student in explaining why THEY should have a different grade | + | *engage the student in explaining why THEY should have a different grade |
| − | *preventative: compare notes with other TAs (for consistency) | + | *preventative: compare notes with other TAs (for consistency) |
| − | *take a second look | + | *take a second look |
| − | *don't be intimitated by students | + | *don't be intimitated by students |
*allowing students to choose the weighting of the different assignments or do extra work | *allowing students to choose the weighting of the different assignments or do extra work | ||
| − | + | <br> | |
#8: dealing with range of abilities and experience<br> | #8: dealing with range of abilities and experience<br> | ||
| − | *establishing expectations for assignments at the beginning | + | *establishing expectations for assignments at the beginning |
| − | *assess the level of diversity in the beginning (quiz) | + | *assess the level of diversity in the beginning (quiz) |
| − | *get students to develop own contract on grading | + | *get students to develop own contract on grading |
| − | *diveristy of assignments to test different skills and abilities | + | *diveristy of assignments to test different skills and abilities |
| − | *re: super students. Don't use them as the base standard to skew everyone else group. | + | *re: super students. Don't use them as the base standard to skew everyone else group. |
* | * | ||
#9: Students to stick to options | #9: Students to stick to options | ||
| − | *don't enage with arguement | + | *don't enage with arguement |
| − | *offer to talk to them after class | + | *offer to talk to them after class |
| − | *know where to go if harrassment | + | *know where to go if harrassment |
*in syllabus: describe what effective argument is. | *in syllabus: describe what effective argument is. | ||
| − | + | <br> | |
#10: engage large classes | #10: engage large classes | ||
| − | *clickers | + | *clickers |
| − | *using groups (of two or four) | + | *using groups (of two or four) |
| − | *ask students to write down a question about the lecture | + | *ask students to write down a question about the lecture |
*video clips (multimedia) | *video clips (multimedia) | ||
| − | + | <br> | |
#13: being unprepared (eek) | #13: being unprepared (eek) | ||
| − | *- pause and start over | + | *- pause and start over |
| − | *ask students to go forward | + | *ask students to go forward |
| − | *email later to follow up on a different point | + | *email later to follow up on a different point |
| − | *reason through it with quetinos and steps | + | *reason through it with quetinos and steps |
| − | *change location to buy some time. | + | *change location to buy some time. |
| − | *don't take it personally | + | *don't take it personally |
*students will understand that you are human | *students will understand that you are human | ||
| − | + | <br> | |
#14: student who is trying to undermine you | #14: student who is trying to undermine you | ||
| − | *talk to them outside of class | + | *talk to them outside of class |
| − | *do they realize that they are being disruptive, not just funny? | + | *do they realize that they are being disruptive, not just funny? |
| − | *if then they don't stop: lay out consequence (remove from class, for example) | + | *if then they don't stop: lay out consequence (remove from class, for example) |
| − | *ask them to take it offline (in webct, at the pub, in office hours) | + | *ask them to take it offline (in webct, at the pub, in office hours) |
*give them a small activity for the rest of class, and then talk to the individual student to see if they are serious or just having fun. | *give them a small activity for the rest of class, and then talk to the individual student to see if they are serious or just having fun. | ||
Revision as of 19:38, 18 November 2010
Contents
THURSDAY SESSION
Brainstorming of some challenging teaching situations
TUESDAY SESSION:
Brainstorming of some challenging teaching situations.
- students who have different levels of knowledge in interdisciplinary courses
- making an informationally dense or complex session engaging
- not having enough visual examples for the topic
- unresponsive classroom
- students doing poorly on exams (consistently)
- students asking you to increase their grade (probation)
- offensive views in class (racism, sexism)
- having students in class who are at very different places in their undergraduate careers (different levels of sophistication in their abilyt to assimilate the information. Intellectual and social maturity)
- interacting with large classes
- students with unmoving opinions who bog down class time
- having students with different knowledge backgrounds (disciplinary backgrounds)
- students who have a lot of difficulty expressing themselves in writing
- as a lecturer, being caught unprepared
- students who try and undermine you in class
- students being offended by the course content
- students who have difficulty expressing themselves verbally
- distractions (inside and outside the classroom). Cellphones, playgrounds, Blackberries
Annnnnnd, solutions!
- 4: Unresponsive students
- intimidations (check the laws)
- change locations, rearrange classroom
- change style of questions (more leading, for example)
- use multiple style of teaching
- "this might be on the exam"
- incentives (such as candy) or extra points (participation grades)
- ask questions of students in smaller groups (they respond a s group)
- use technology (like clicker or showing multimedia, and then ask questinos about the film - for example)
- asking questinos that are related to the real world (so it's not jsut about theory - connect it with life)
- ask students to come with a response (to art, example) which brings guidelines to the classroom discussion
- re: marking. Encourage them to talk by promising the participation marks.
- 6: students who argue for more grades
- remind studetns that review of grades can go up or down
- engage the student in explaining why THEY should have a different grade
- preventative: compare notes with other TAs (for consistency)
- take a second look
- don't be intimitated by students
- allowing students to choose the weighting of the different assignments or do extra work
- 8: dealing with range of abilities and experience
- establishing expectations for assignments at the beginning
- assess the level of diversity in the beginning (quiz)
- get students to develop own contract on grading
- diveristy of assignments to test different skills and abilities
- re: super students. Don't use them as the base standard to skew everyone else group.
- 9: Students to stick to options
- don't enage with arguement
- offer to talk to them after class
- know where to go if harrassment
- in syllabus: describe what effective argument is.
- 10: engage large classes
- clickers
- using groups (of two or four)
- ask students to write down a question about the lecture
- video clips (multimedia)
- 13: being unprepared (eek)
- - pause and start over
- ask students to go forward
- email later to follow up on a different point
- reason through it with quetinos and steps
- change location to buy some time.
- don't take it personally
- students will understand that you are human
- 14: student who is trying to undermine you
- talk to them outside of class
- do they realize that they are being disruptive, not just funny?
- if then they don't stop: lay out consequence (remove from class, for example)
- ask them to take it offline (in webct, at the pub, in office hours)
- give them a small activity for the rest of class, and then talk to the individual student to see if they are serious or just having fun.
