Transitions

14. At the end of cach class period, ask one student to stay
for a minute to chat (compliment him/her on something; tell
student you missed him/her if absent, etc.).

15. Instead of returning tests, quizzes, themes in class, ask
students to stop by your office to pick them up. This also
presents an opportunity to talk informally with students and to
determine the location of your office.

16. Call students on the telephone if they are absent. Make
an appointment with them to discuss attendance, make-up
work, cic. If you cannot contact them by telephone, drop them
a short letter or postcard.

17. Get feedback periodically from students on their per-
ceptions of your attitudes toward them, your personal involve-
ment, elc.

18. Socialize with students as your "style" permits by attend-
ing theirclub or social activities, by walking with them between
classes, etc.

19. Take a student or a group of students to lunch (dutch
treat).

20. Conduct a personal conference with all students some-
time during the semester.

21. Provide some means to establish quick, positive rein-
forcement to students within the first few class periods.

22. Throughout the course, but particularly during the cru-
cial first class sessions:

a. Stress a positive "you can handle it " attitude.

b. Emphasize your willingness to give individual help with
course content. Point out the relevance of your subject matter
to the concerns and goals of your studenis.

c. Capitalize on opportunities to praise the abilities and con-
tributions of students whose status in the course is in doubt;
well-timed encouragement could mean the difference between
retention and attrition.

d. Utilize a variety of instructional methods, drawing on ap-
propriate audio-visual aids as much as possible,

e. Urge students to talk to you about problems, such as
changes in work schedule, before dropping your course. Al-
ternative arrangements can often be made; if arrangements can-
not be made, explain proper procedures to withdraw.

ll. GENERAL CLASSROOM MANAGEMENT
perational Definition - This section focuses literally on the
day-to-day operations of your classes. The items as a

group emphasize planning, orderliness, and general good

sense.

1. Conducta full instructional period on the first day of clas-
ses. This activity sets a positive tone for the learning environ-
ment you want to set. Engage in some interpersonal activities
listed elsewhere or ask the students to submit areas that they
would like to learn about during the semester..

2. List and discuss your course objectives on the first day.
Let students know how your course can fit their personal/career
goals. Discuss some of the fears and apprehensions that both
you and the students have. Tell them what they should expect

 

of you and how you will contribute to their learning. Remind
them again three of four weeks later.

3, Provide a course outline for cach student; include re-
quired and optional tcxtbooks, assignments, grading policies,
attendance rules, etc.

4. Have students fill out an index card with name, address,
telephone number, goals, and other personal information you
or they think is important. Ask them to provide a list of the
times they are available to meet with you.

5. Tell the students (orally and in writing) what your atten-
dance policy is. Make them aware of your deep concern for at-
tendance and remind them periodically of the policy and the
concem.

6. Insist that students contact you or the division secretary
if they are going to be absent for more than one class period.

7. Explain clearly student responsibilities for missed clas-
ses, exams, late papers, etc.

8. Be flexible when scheduling make-up tests and quizzes;
students may have other classes.

9. If you had to miss a class, explain why and what you will
do to make up the time and/or materials.

10. If you are absent because of illness or an emergency,
telephone your chairperson; ask that the division secretary or a
colleague post a note on your Classroom door.

11. At the beginning of each class period, announce your
topic of the day and your objectives.

12, Distribute an outline of your lecture notes before class
starts. This approach assists students in organizing the material
you are presenting and impels you to present your material in
an orderly manner.

13. Get to class before the students arrive; be the last one
to leave. Meet ail of your classes as scheduled.

14. Circulate around the class as you talk or ask questions.
This movement creates a physical closeness to the students.
Avoid standing behind the lectern or sitting behind the desk for
the entire period. Do not allow the room design or furniture ar-
rangement to set up artificial barriers between you and the stu-
dents.

15. Maintain good eye contact with students; this is ex-
tremely important both in and out of class.

16. Vary your instructional techniques (lecture, discussion,
debate, small groups, films, etc.)

17. Use familiar examples in presenting materials. If you
teach rules, principles, definitions, and theorems, explicate
these with concrete examples that students can understand.

18. Be prepared to use an alternate approach if the one
you've chosen seems to bog down. You should be confident
enough with you own material so that student interests and con-
cems, not lecture notes, determine the format of instruction.
Remember one approach may work well with one group, but
not with another. Each class generates its own "personality"
and leadership.

19. Let students know that the learning resources you use
in class (slides, tapes, films) are available to them outside of

 

| Mad Hatiter Special J