Step 1: Behaviors Step 2: Stories Step 3: Patterns and Discoveries

Engages in skillful, strategic “small talk” in order toBuild a rapport with students andEstablish—and allow students to establish—a personal identity that extends beyond the classroom.

The problematic situation:You are new to classroom teachingYour students are first-year college students and most are from backgrounds very different from yours.Quality of class discussions depend on students’ willingness to actively participate, but there are many obstacles to that active participation: anxiety, lack of experience with American college-level practices, boredom, and differences in culture and language.

Pattern (desirable)Instructor initiates some small talk to establish an informal atmosphere, saying something about what he or she did over the weekend and asking about what others did.Responds to peoples answers, making small talk and stimulating conversation.Gracefully navigates the conversation, side-stepping or otherwise finessing trouble spots: situations that have the potential to cause embarrassment or to allow powerful personalities to dominate.At an opportune moment segues into the day’s agenda and discussion.During class discussion, looks for opportunities to reference back to topics that came up during the small talk.Pattern (undesirable)Jumps abruptly into the day’s agenda without taking time to “warm up.”Ignores smart alecs and disruptive remarks entirely.Gets flustered, shows frustration.Fails to listen and adapt; fails to take advantage of opportunities to link what came up in small talk with what comes up in discussion.

Under ConstructionSet up text or audio to introduce the challenge of the situation:

•You are new to classroom teaching•Your students are first-year college students and most are from backgrounds very different from yours.•Quality of class discussions depend on students’ willingness to actively participate, but there are many obstacles to that active participation: anxiety, lack of experience with American college-level practices, boredom, and differences in culture and language.

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Who are you? Choose your identity:

Gender:o Male oFemale

Age group:o Early to mid-20soMid-20s to late-30so40s and above

Dress:oLike a first-year college studentoCasualoFormal (business suit)

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You look around. The room is filled with an odd collection of humanity known as first-year college students. This is their first week of their first semester—which means they are people in transition, away from old and familiar ways of being to ones that are new and strange.

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You too are a person in transition. This is your first week of your first semester as a college-level instructor, with no prior classroom experience. You and the strangers before you will have to navigate new and strange ways of being together—successfully. That will be a challenge.

You look out over the faces before you, hoping for signs they will be good material to work with. But those signs are sometimes hard to spot.

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Ms. Zhang and Xue sit quietly in back. Ms. Xue whispers to Ms. Zhang while Ms. Zhang sizes you up with an expressionless stare.

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Seated a couple of desks in front of them, Cezar Martinez folds his arms and looks around at those sitting near him.

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In front and to his right, Venkat and Kushagra argue. “It is! It is!,” Venkat asserts, palming his desk. “No. It is not!” Kushagra objects, lifting his chin for emphasis.

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To their right, Irina Kozlova sits erect, a novel lays open on her desk. She reads, looks up to see what signals you are sending, and continues to read.

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A few seats to Irina’s left, Jack, a late-comer, slides into a desk in front and slouches. He yawns and looks at the desk next to him and then at the girl in the desk next to him. He wonders if he can find a way to impress her.

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That girl, Carol, not to be impressed, sits amending notes in a spiral notebook. Sensing Jack’s encroaching gaze, she shifts, quartering a shoulder away from Jack and frowning as she bites her pencil.

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Your work is definitely cut out for you.

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10:00 AM. Time to get started. What should you do?  ○1) Take a few minutes to engage in small talk about life outside the classroom, yours and theirs.

○ 2) Jump right in to the day’s discussion. If you finish with time to spare, you always can let the class out early.

You: Boy, what a beautiful weekend. Went to see the auto show at Wind Rock Mall. Anyone get out there too?

…No?

Hope that doesn’t mean you stayed inside…

Irina: I went to Acoma…the Sky City.

You: Acoma? Not your typical student attraction. How did you happen to go there?

Irina: My classmate’s parents took us. They live here.

You: Oh, well, did you enjoy it?

Irina: It was okay, interesting. The food was good.

You: Good food? That’s essential!... Anyone else do something fun?

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Carol: I went to Sandia Crest.

You: Sandia Crest? Beautiful view there. Did you ride the cable car?

Carol: No. We hiked a lot. Down the east side.

You: Lot of great trails on the east. Stay away from the west side, though—unless you like heat stroke and Gila monsters. Why didn’t you ride the cable car?

Carol: I’m afraid of heights.

You: Afraid of heights and you went to Sandia Crest? Like to face your fears? Good for you! By the way, I never ride the cable car either. Too scary!…. Anyone else?

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Jack: I went to a rave. (Watching closely to see the your reaction.)

[Some snicker. Two of Jack’s buddies in back chant, “Jack! Jack! Jack!” Jack turns toward them and bows. Carol rolls her eyes and turns and glares at Jack.]

Venkat: The professor won’t know what that is!

You: [without missing a beat] A rave? Dark room, flashing light, sleepless night?

Can’t say for sure, Jack, but you may get your fill of sleepless nights cramming for exams and writing papers. Now’s the time to get out and enjoy the great outdoors!

[slight pause]

Speaking writing papers, for today you were to read Diane Hoffman's " Culture and Self in Multicultural Education" and we should probably get down to the business of discussing it…

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Now that you’ve transitioned to the day’s discussion, you need to adopt a discussion strategy. In addition to stimulating discussion with open-end questions, encouraging student-to-student exchanges, and helping all connect topics that come up with real-world experience, you will also want...

○ As opportunities present themselves, weave into the discussion references to topics that came up in small talk (e.g. Acoma, Sandia Crest, raves, and the like). ○ Stay on task and watch the clock. The small talk, having helped break the ice, is best left behind: bringing it into the discussion proper is much too risky.

You: Okay, let’s get started. You were to read for today Diane Hoffman's " Culture and Self in Multicultural Education." As I said last time, we will be exploring some the voices in the debate over multiculturalism. Can someone tell us briefly what Hoffman says?

[A long silent pause] Anyone?

[The long pause continues. Students squirm and fidget.]

Ms. Zhang: She is …for it?

You: “She is for it?” Are you asking a question or making a statement?

Ms. Zhang: She is for it…I think.

Ms. Xue: I agree.

You: You agree? Okay… You agree with what?…That Hoffman is for multicultural?

[Ms. Zhang bites her lip, trying to discern what you are fishing for. The Ms. Xue falls silent and stares at the floor.]

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Jack: I thought she jumped around and never really got to a point. I didn’t like the article; it was boring.

[Jack’s two “fans” in the back snicker.]

You: Okay. Let’s see…So far we have some who say Hoffman “is for it,” some who agree, and some who think she jumps around and never makes a point.

Does anyone want to take a stab at telling us just what Hoffman says? …

Anyone? … Everyone read the article?

[Looks around at blank stares. Some nod, but everyone tries to avoid eye contact.]

Okay…We may be getting off to a bad start…

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How would you address the problem of getting off to a bad start?

○ You put off the discussion for a moment and initiate some informal conversation, which you hope will help people settle down and get ready to talk.

○ You 1) lecture them on the importance of coming to class prepared, 2) remind them that participation is ten percent of their grade, and 3) reinitiate the discussion..

You: Okay, let’s take a moment to get relaxed. Today’s goal is to have a conversation about what Ms. Hoffman says—in the same way we might talk about, say, a TV program.

I know the material is strange and new. One benefit of a course like this is to give you practice getting your head around and talking about strange and new material. That’s what college is often requires. Life too.

Let’s spend a little time getting to know each other. Can we put these desks in a circle?

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Under Construction

Choice #1 (encourage)

A discussion in which, as opportunities present themselves, you weave into the discussion references to topics that came up in small talk (e.g. Acoma, Sandia Crest, raves, and the like). This demonstrates students that you are listening and enriches the “resources” on which conversants might draw.

Under Construction

Choice #2 (discourage)

Discussion falls flat after you choose to “stay on task” and watch the clock. The small talk, having helped break the ice, is best left behind and benefits it can bring to the discussion are lost.

Under Construction

Choice #2 (discourage)

The discussion still falls flat even after you 1) lecture them on the importance of coming to class prepared, 2) remind them that participation is ten percent of their grade.