Transitions

SUMMER’S RUN ITS COURSE

by Eugene Hrushowy (Faculty Professional Development Consultant)

M2” of us are returning from a well earned respite from
our adventures as guides in the Realms of Gold. Some
of us are new to these "hallowed halls" and a few didn’t get a
break and are simply gearing up again, even though the
semester is just ending.

Whatever your state of being, your thinking, if like mine
when I first returned, may be in the idle position. Yes, I know
that teaching is just around the corner and how much students
depend on me for guidance and enrichment but that sharpness,
the crystalline vision of at least the first few classes hasn’t taken
form, And much more, I was resisting giving up the recollec-
tion of islands drifting by my mind’s eye.

Then I came across an articled entitled 95 Practical Sugges-
i . It brought to
mind some techniques which I’ve used in the past but forgot-
ten and offered some untried techniques. It helped in the
process of refocussing my energy. I’m still mourning the pas-
sage of summer but I’m feeling better about my readiness to
mect the challenges of Fall’88. After reading it, I hope you'll
feel more prepared.

FULL CLASSROOMS: 95 PRACTICAL SUG-
GESTIONS TO GUARANTEE STUDENT AND
TEACHER SUCCESS

Oz thousand two-hundred years of college teaching ex-
periences are recorded and reflected in this practical guide
for classroom teachers. The Handbook is a product of the Jef-
ferson Community College (Louisville, Kentucky) faculty ef-
forts which were generated through mini-discussions groups in
the fall of 1978 and again in the fall of 1980.

From the twelve (12) mini-groups which met and exchanged
ideas, we received approximately 125 suggestions. After
duplications were defeated, ideas combined, and some slight
editing, we were able to identify ninety-five (95) positive sug-
gestions for faculty use in dealing with problems of Reten-
tion/Attrition.

The 95 ideas were subdivided into five general categorics:
I. Faculty/Student Interaction

II. General Classroom Management

III. Student Initiated Activities

IV. Faculty Initiated Activities

V. Administrative Support

Once again, the Handbook is a product of the faculty’s col-
lective ideas, judgments, and past experiences. Although every
idea cannot be used by every faculty member (styles differ), we
have demonstrated that we ourselves are our best resource in
creating a positive learning environment.

Ronald J. Horvath
Jefferson Community College
Louisville, Kentucky

 

|. FACULTY/STUDENT INTERACTION
peration Definition - This category contains elements
directly related to the affective domain of student growth
brought about by faculty/student interaction. Psyche, ego, in-
dividual worth are all intricately bound within this framework.
1. Tell the students by what name and title you prefer to be
called (Prof., Dr., Mr., Mrs., Miss, Ms., first name).

2. Learn the name of each student as quickly as possible
and use the student’s name in class. Based upon your own
style, student preference, and the classroom atmosphere you
want to create:

a. Call on students by their first names of nicknames.
b. Call on students by using Mr., Mrs., Miss, Ms.
c. Avoid referring to students in condescending terms.

3. Be aware of the differences and similarities between
students’ classroom mistakes and their personal succes-
ses/failures.

4, Be fair and impartial in dealing with students both in and
out of class.

5. Be honest about your feelings, opinions, and attitudes
toward students and toward your subject matter.

6. Listen intently to student comments and opinions. Use
a "lateral thinking technique" (adding to ideas rather than dis-
missing them) so that students feel their ideas, comments, and
opinions are worthwhile. This approach permits you to con-
sider all viewpoints.

7. Don’t quarrel with students over a minor point in class;
avoid the appearance of rigidity.

8. If a student tells you something in confidence, respect
that confidence. Avoid making value judgments (verbally or
non-verbally) about these confidences.

9, Lend some of your books (reference) to students and bor-
row some of theirs in return. You can initiate the process by
saying, I’ve just read a great book on ___; would anyone like
to borrow it?"

10. Give your telephone number to students, your office
hours, and the location of your office. Advise students to leave
messages with the division secretary if they are unable to con-
tact you.

11. Provide a small note pad on your office door so students
can leave messages if you are not in.

12. At first class meeting, pair up the students and have
them get acquainted with one another. Switch partners every
five (5) minutes. Faculty should participate. Have students in-
troduce one another to the entire class.

13. Have the students establish a "buddy" system for absen-
ces, work missed, assignments, tutoring, etc. Exchange
telephone numbers; pair them by major or geographical
proximity (zip codes).

 

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