Difference between revisions of "Difficult Teaching Situations"

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&nbsp;<br>Brainstorming of some challenging teaching situations.  
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=== &nbsp;THURSDAY SESSION ===
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=== Brainstorming of some challenging teaching situations ===
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=== TUESDAY SESSION:&nbsp; ===
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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)'''
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#'''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)'''
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#'''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'''
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#'''interacting with large classes'''  
#'''students with unmoving opinions who bog down class time'''
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#'''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'''
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#'''as a lecturer, being caught unprepared'''  
#'''students who try and undermine you in class'''
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#'''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
  
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<br>
  
 
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Annnnnnd, solutions!&nbsp;  
Annnnnnd, solutions!&nbsp;
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#4: Unresponsive students
 
#4: Unresponsive students
  
*intimidations (check the laws)
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*intimidations (check the laws)  
*change locations, rearrange classroom
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*change locations, rearrange classroom  
*change style of questions (more leading, for example)
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*change style of questions (more leading, for example)  
*use multiple style of teaching
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*use multiple style of teaching  
*"this might be on the exam"
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*"this might be on the exam"  
*incentives (such as candy) or extra points (participation grades)
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*incentives (such as candy) or extra points (participation grades)  
*ask questions of students in smaller groups (they respond a s group)
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*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)
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*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)
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*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
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*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.&nbsp;
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*re: marking. Encourage them to talk by promising the participation marks.&nbsp;  
 
*
 
*
  
 
#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
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*remind studetns that review of grades can go up or down  
*engage the student in explaining why THEY should have a different grade
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*engage the student in explaining why THEY should have a different grade  
*preventative: compare notes with other TAs (for consistency)
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*preventative: compare notes with other TAs (for consistency)  
*take a second look
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*take a second look  
*don't be intimitated by students
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*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
  
 
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<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
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*establishing expectations for assignments at the beginning  
*assess the level of diversity in the beginning (quiz)
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*assess the level of diversity in the beginning (quiz)  
*get students to develop own contract on grading
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*get students to develop own contract on grading  
*diveristy of assignments to test different skills and abilities
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*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.&nbsp;
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*re: super students. Don't use them as the base standard to skew everyone else group.&nbsp;  
 
*
 
*
  
 
#9: Students to stick to options
 
#9: Students to stick to options
  
*don't enage with arguement
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*don't enage with arguement  
*offer to talk to them after class
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*offer to talk to them after class  
*know where to go if harrassment
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*know where to go if harrassment  
 
*in syllabus: describe what effective argument is.&nbsp;
 
*in syllabus: describe what effective argument is.&nbsp;
  
 
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<br>
  
 
#10: engage large classes
 
#10: engage large classes
  
*clickers
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*clickers  
*using groups (of two or four)
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*using groups (of two or four)  
*ask students to write down a question about the lecture
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*ask students to write down a question about the lecture  
 
*video clips (multimedia)
 
*video clips (multimedia)
  
 
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<br>
  
 
#13: being unprepared (eek)
 
#13: being unprepared (eek)
  
*- pause and start over
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*- pause and start over  
*ask students to go forward
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*ask students to go forward  
*email later to follow up on a different point
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*email later to follow up on a different point  
*reason through it with quetinos and steps
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*reason through it with quetinos and steps  
*change location to buy some time.&nbsp;
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*change location to buy some time.&nbsp;  
*don't take it personally
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*don't take it personally  
 
*students will understand that you are human
 
*students will understand that you are human
  
 
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<br>
  
 
#14: student who is trying to undermine you
 
#14: student who is trying to undermine you
  
*talk to them outside of class
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*talk to them outside of class  
*do they realize that they are being disruptive, not just funny?
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*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)
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*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)
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*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.&nbsp;
 
*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.&nbsp;

Revision as of 19:38, 18 November 2010

 THURSDAY SESSION

Brainstorming of some challenging teaching situations












TUESDAY SESSION: 


Brainstorming of some challenging teaching situations.

  1. students who have different levels of knowledge in interdisciplinary courses
  2. making an informationally dense or complex session engaging
  3. not having enough visual examples for the topic
  4. unresponsive classroom
  5. students doing poorly on exams (consistently)
  6. students asking you to increase their grade (probation)
  7. offensive views in class (racism, sexism)
  8. 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)
  9. interacting with large classes
  10. students with unmoving opinions who bog down class time
  11. having students with different knowledge backgrounds (disciplinary backgrounds)
  12. students who have a lot of difficulty expressing themselves in writing
  13. as a lecturer, being caught unprepared
  14. students who try and undermine you in class
  15. students being offended by the course content
  16. students who have difficulty expressing themselves verbally
  17. distractions (inside and outside the classroom). Cellphones, playgrounds, Blackberries


Annnnnnd, solutions! 

  1. 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. 
  1. 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


  1. 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. 
  1. 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. 


  1. 10: engage large classes
  • clickers
  • using groups (of two or four)
  • ask students to write down a question about the lecture
  • video clips (multimedia)


  1. 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


  1. 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.