Im going to improve my situational awarness.
After every class, take 20mins to reflect on how the class went. Compare thoughts on what was going to happen for class versus how the class actually went and assess the gaps. Or write what worked versus what didn't and what you would like to see in class. Create icebreakers that get students to collaborate in teams. Help students share freely by providing a safe environment through guiding and probing questions of their ideas.
I see that the instructor clearly outlines the class and expectations and it is helpful for the students. I also like learning the buy in. Something that I do for the students. This is how I motivate them. I am not teaching them something that is just required. I am teaching them skills and knowledge that will help them excel in their career. So, before I start class I tell them this. I like the paper airplane activity as an icebreaker and a way to help students to understand teamwork.
This topic on Class Management was very informative and gave me many tools to take back to the classroom with me.
I love icebreakers. They are fun and get most any group involved to accomplish a common goal. I agree. It does help to have a clear and concise course syllabus. It gives students an understanding of the difference between the course's expectations and requirements, making them accountable for dates and time tests and projects are due. Also, utilizing SME or IDE, students are more apt to buy into your instructional guide with the expectation that the knowledge and skills learned will lead to a successful outcome.
I picked up from this module that I am the subject matter expert (SME) and the instructional delivery expert(IDE) -- for my personal development I must try to set a balance between the two.
Having a clear and consice syllubus with student and instrutor expectiations and set dates for assignements so that there is no gray area.
I think what I have taken from this section includes something applicable which is fostering a method to take what student's share and helping them through it in a way that makes them and others feel more comfortable to share. I think a challenge is how to get those who do not share more engaged without feeling singled out?
Having taught high school for many years I am surprised to find that my adult studenets are not all too much different.
Icebreakers can help the instructor set up the students for success. I usually give an assignment where there are no wrong answers. Its an ehtical decision assignment that lets me know how the students think and what they value.
The assignment is the one with 5 people standing on a bus, each with some reason you should or could give up your own seat for. Students give a good reason for why they choose one person over the other and they always give away the vlaue system from whch they were brought up.
This is my first faculty position, yet I remember being a student within the last two years. My courses were online, and the ones I am teaching are now virtual with very little in-seat classtime due to Covid-19. The virtual classroom is quite different, yet all the information is provided for the student up front.
I know that I will be asking them "Who benefits from your progression through this program?" I want them to think about it, and definitely want to do the best they can for the right reason.
It's also important to point out to the college student that it is definitely different than high school. They are adults and should be acting as adults. I'm sure I will need to help them grasp some of the expectations of adults.
Having an ice breaker that might be relevant to living situations or areas they live. I work in a High School and yes we must give students multiple chances for late work so that is almost a given at most high schools. I will put a reduction in the grade or try to have makeup work done after or before school out of regular class. I try to use coaches and parents as must as possible to help motivate students about deadlines and write on the board the week's goals and grades and put all grades in by the end of the week. I personally need to do a better job of making my syllabus more accurate as they are in college and next school year I will not have parents sign them anymore. I will take a day in the first week going over it and at that time all students will sign it.
SYLLABUS IS VERY IMPORTANT AT THE BEGINNING OF CLASS
I HAVE LEARNED THAT SETTING EXPECTATIONS FOR YOUR STUDENTS AHEAD OF TIME WILL PROVIDE THEM WITH ADEQUETE NOTICE OF THE MATERIAL, BEHAVIOR, AND RULES TO BE EXPECTED FROM THEM. I WILL APPLY ICE BRAKERS AS A FUN FORM OF INTRODUCING TEACHER AND STUDENTS IN VARIOUS ACTIVITIES.
There are good points on this module that keeps your students engage in class. Also there is good ice brakers that help you ease the class in to knowing each other and get them to sstar talking to one another.
I've learned that the syllabus can be a strength or weakness to classroom leadership. From a student perspective, I've seen the syllabus be utilize as a self learning method where it's the students responsibility to review the syllabus. Unfortunately, the previous approach only considers one style of learning. I appreciate the focus on key bullet points of the syllabus by using different font or bolded fonts to get key messages accross to the students.
Getting students involved, helping them to work through an ideal or solution. Guiding is important.
The first day, the Syllabus day, is a very important day to establish a good, healthy, strong bond (onset of a journey) with the students. Also, I like the idea of having ice-breaker exercies. I am so glad to know about how students own the expectations part of the course and how we help them visualize them. Being firm is important too!
Making the class structure to where students feel a personal investment towards their career is a great way to generate interest in a class. Also breaking the ice helps with initial anxiety.
