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Creating a positive classroom
environmentAugust 20, 2015
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Introductions
• Share your:• Name• Department• One fun thing you did this summer• One thing you’re excited about for the semester
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Compare the syllabi
• What messages are being sent to students (probably on the first day) as a result of using either syllabus?
• What messages are being conveyed by your own syllabus?
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Barkley, Elizabeth. Student Engagement Techniques. San Francisco: John Wiley & Sons, Inc., 2010.
STUDENT ENGAGEMENT
MOTIVATION ACTIVE LEARNING
What contributes to motivation?
Recipe for student engagement
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Student motivation
Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010). How learning works: seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Environment
ValueSelf-efficacy
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Student motivation
Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010). How learning works: seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Environment is NOT SUPPORTIVE
DON’T SEE Value
Stud
ent’s
sel
f-effi
cacy
is:
HIG
HLO
W
Environment is SUPPORTIVE
SEE Value DON’T SEE Value SEE Value
Rejecting Hopeless Rejecting Fragile
Evading Defiant Evading Motivated
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Classroom climate
• Brainstorm characteristics of both good and bad classroom climates.
• How do those on the “good” list match up with Boise State’s Shared Values?
• Is there anything you’d add to the list?
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Boise State Shared Values
• Academic Excellence – engage in our own learning and participate fully in the academic community’s pursuit of knowledge.
• Caring – show concern for the welfare of others.• Citizenship – uphold civic virtues and duties that prescribe how we ought to behave in a self-governing
community by obeying laws and policies, volunteering in the community, and staying informed on issues.• Fairness – expect equality, impartiality, openness and due process by demonstrating a balanced standard
of justice without reference to individual bias.• Respect – treat people with dignity regardless of who they are and what they believe. A respectful person
is attentive, listens well, treats others with consideration and doesn’t resort to intimidation, coercion or violence to persuade.
• Responsibility – take charge of our choices and actions by showing accountability and not shifting blame or taking improper credit. We will pursue excellence with diligence, perseverance, and continued improvement.
• Trustworthiness – demonstrate honesty in our communication and conduct while managing ourselves with integrity and reliability
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Setting the tone early
• Look at the pairs of descriptions from the first day of class. • Answer the following questions: • What different messages (intentional or unintentional) are being sent with
actions or words in either case?• What implications could this have for the rest of the semester? • How do your actions, words, or course materials communicate your
expectations for the class?• In what way does the positive example in each pair improve the classroom
atmosphere?
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Classroom climate spectrum
Explicitly marginalizing
Implicitlymarginalizing
Explicitly centralizing
Implicitlycentralizing
Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010). How learning works 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
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Case studies
• For each case study, identify where the behavior lies along the classroom climate spectrum.• Identify specific examples that helped you decide.• What could instructors have done differently to move to a more
explicitly centralizing environment?
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Start off right: goals for the first days/weeks
• Help students to get the big picture of the course
• Scaffold/introduce content
• Acquaint students with strategies/behaviors you want them to use
throughout the semester
• Help students get to know you and each other
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Plan for the first day
• Consult the “First Day” handout.• Come up with one idea that you could try out next week.• Be prepared to share with your table or the group.
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Wrap up
• Use the first days/weeks to establish the patterns you want.
• Do group work, active learning, etc. as early as possible.
• Think about what messages your words and course materials send.
• Have fun!