qcl 14-v3 [cause effect diagram-[banasthali uni]_[anjali taneja].ppt
TRANSCRIPT
QIMPRO CHAMPIONS LEAGUE
CAUSE EFFECT DIAGRAM
INTRODUCTION
Also known as Cause and Effect Diagrams,
Fishbone Diagrams, Ishikawa Diagrams,
Herringbone Diagrams, and Fishikawa Diagrams.
LATE ARRIVAL OF STUDENTS
A fishbone diagram, cause-and-effect diagram, is used to visually identify problems and their causes.
1)Define the problem and effect 2)Identify the main categories that determine the
possible causes 3)Create sub branches of the categories that
represent potential causes 4) Spend time investigating each potential cause
WHY USE THE FISHBONE IN THE CLASSROOM?
Categorize many potential causes of a problem or issue in an orderly way.
It helps to analyze what is really happening in a process.
It can help students learn about new processes and procedures in the classroom or school setting.
Student late for college regularly?
Step 1: Define the problem and effect
Category: Category: Category:
Missing college
Possible causes:
Step 2: Identify the main categories Student late for college regularly?
Category: Category: Category:
Missing college
Possible causes:
Bus Carpool Student
Step 3: Identify factors or causes
Car broke down
Student late for college regularly?
Bus Carpool Student
Wrong pick up time
Sub driver
Wrong bus stop
traffic
Missing college
Car accident
Playing sick
AM dr appt
Over sleeps.
CAUSE EFFECT DIAGRAM ON LATE ARRIVAL OF STUDENTS
STUDENT
Don't take responsibility
Don’t value schooling
Drug and alcohol
Don’t fit in schools
Lack of caring
Poor education of parents
Lack of time
STAFF
Poor staff morale
Personality conflictsLack of teaching
strategies
Low expectations
Curriculum constraints
Staff development not a priority
SYSTEM
System doesn't address early needs of students
Tries to fit student to curriculum
Undear policies
Lack of good communication
Different interpretationsLack of
follow through
OUTSIDE INFLUENCES
Home demands Child abuse
No family role model poverty
Dysfunctional families School don’t feel
good
Morning classes Irregular sleep
Waking up late Not getting transport
Homework not done Improper uniform
Bunking classes Traffic jams
Visiting friends Late parties and get together
Breakfast not done Health issues
LATE ARRIVAL OF STUDENTS
TO COLLEGE
REDUCING LATE ARRIVALS Arrive early, start on time and stay positive If you arrive to class early, you show your students that
you value your time with them. By arriving early, chatting with students, answering questions and starting on time, you build rapport and model proper classroom etiquette. Do not try to embarrass late students in front of the class. Statements such as “I see you’re late again,” or “Why are you late, Mr. Watson?” beg for a reply and can easily domino into greater classroom distractions. A better approach is simply to welcome the late student. A welcoming recognition of a late student lets the student know that you are aware of his/her lateness without giving opportunity to spiraling incivility. If a student is habitually late, ask to talk to the student after class and express your concerns to him/her in private.
Start with an activity Many teachers find that starting class with
group activities, quizzes, or important announcements encourages students to arrive to class on time. In a large science course, professors discovered that starting every class with an active-learning exercise (e.g. think-pair-share) that required students to turn in a response sheet at the end of class reduced late arrivals and early departures
Start with something intriguing Steven Gump (2006) starts his classes by passing
around intriguing items:“In teaching a course on a foreign culture, where such topics as history, literature, religion, aesthetics, and contemporary life are broadly covered, I created the opportunity to present to my classes a number of items I had picked up while living in the country in question—in this case, Japan. I selected twelve common items that I thought would be of interest to my students and that would deepen their understandings of Japanese culture. I planned the order of showings around the syllabus, and designed half-page information sheets about each object . . . In the end, I found that my students enjoyed these brief show-and-tell sessions so much that unexpected tardiness effectively ceased” (Gump, 2006). By beginning class with something intriguing, you are encouraging students to arrive on time.
THANK YOU!!