Transitions

class. Explain the procedures to secure the material and take
them to the location (learning resource centre, study skills,
clc.).

20. If you require a term paper or research paper, you should
take the responsibility of arranging a library orientation.
Librarians are happy to cooperate.

21. If the subject matter is appropriate, use a pre-test to
determine their knowledge, background, expertise, etc.

22. Devise the first test of the semester to cover a small unit
-- fewer topics to study, fewer test questions, etc.

23. Be sure your tests cover the most important aspects of
the unit and course. Explain your philosophy and purpose of
testing.

24. Return tests, quizzes, and papers as soon as possible.
Write comments (+ and -) when appropriate. Explain verbal-
ly or in writing the errors that students made.

25, Ask students to evaluate your test either at the end of
the test or during the next class period.

26. Explain thoroughly (orally and in writing) your grading
methods and procedures. Remind students of those procedures
when you return test, themes, research papers, etc.

27. As often as you can and in as many ways as you can,
show your concern for the students’ progress in the course.

28. Give each student a mid-term grade and indicate what
cach student must do to improve; and mid-term conference
may be needed.

29. Have the counsellors visit your classes to foster aware-
ness of counseling and placement services. Also, reading
faculty will volunteer to review the SQ4R (survey, question,
read, recite, rite, review) method of studying your test.

30. Let students know that you are able and willing to dis-
cuss study techniques and habits for your course.

31. Tell students directly when it is appropriate or inap-
propriate to ask questions in class or during a lecture. If you
icll them it’s ok to ask a question when you are lecturing, don’t
be annoyed id they do!

32. Don’t be afraid to admit that you don’t know ali the
answers to questions that students raise.

33. Help students feel free to ask questions. When you
answer a student’s question, be sure he/she understands your
answer. Make the student repeat the answer in his/her own
words.

34. Provide positive reinforcement whenever possible; give
students a respectful answer to any question they might ask.

35. Clarify and have students understand what is acceptable
and unacceptable behaviour in a classroom. Be consistent in
enforcing your rules. Seek administrative assistance is
problems persist.

36. Allow students to switch classes if work schedule
change or other salient reasons develop. Cooperate with a col-
league if he/she makes such a request.

37. Refer untimely withdrawals to counseling for future fol-
low-up.

 

Il. STUDENT INITIATED ACTIVITIES
perational Definition - This category is based on the
premise that peer influence can and does play a substan-

tial role in student success. Age differences, personality dif-

ferences, and skill differences can be utilized to produce
positive results if you can get the students to work co-opera-
tively with one another, rather than competitively.

1. Have students read one another’s papers before they turn
them in. This activity helps them locate one another’s errors
before being graded.

2. If the class lends itself to a field trip, have the students
plan it and make some or all of the arrangements.

3, Ask students to submit sample test questions (objective
or subjective) prior to a test. The class itself can compose a test
or quiz based on your objectives.

4. Create opportunities for student leaders to emerge in
class. Use these leadership skills to improve student perfor-
mance.

5. Encourage students to report their experiences if they
have used support services such as study skills, counselling,
placement, etc.

6. Have students set specific goals for themselves
throughout ihe semester in terms of their learning and what
responsibilities they will undertake.

7. Permit and encourage students to bring a friend to class.

8. Encourage study groups (a form of peer tutoring). Em-
phasize the fact that students are not competing with one
another, but that they can learn from one another.

9. Provide students with a list of class names, addresses,
and telephone numbers (with permission to encourage out-of-
class contacts.

10. Encourage peer grading of essays, papers, or tests.

11. Invite students to read their papers ( or summaries) to
the class.

IV. FACULTY INITIATED ACTIVITIES
perational Definition - This section presents the greatest
challenge to the ability and creativity of each faculty mem-

ber. You must take the initiative to implement these sugges-

tions, to test them, and to revise others.
1. Utilize small group discussions in class whenever
feasible. Identify a goal to be achieved through the discussion.

2. Take the initiative to contact and meet with students who
are doing poor work. Be especially cognizant of the "passive"
student, one who comes to class, sits quietly, does not par-
ticipate, but does poorly on tests. quizzes. etc.

3. Encourage students who had the first semester of a course
together to be in the second semester together. Try to schedule
the same time slot for the second semester.

4, Throughout the semester have students submit topics that
they would like to cover or discuss.

5. Take students on a mini-tour of the learning resources
centre, reading/siudy skills area, natural science learning lab,

 

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