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Organizing the Course |
- There is no substitute for being organized. Although it is sometimes not possible, begin well ahead of time getting the syllabus updated. Having a tentative schedule of detailed course content is helpful for the students, and even more helpful for you.
- Don’t work solo, especially if you are a newcomer or recently requested to teach on-line class that differs greatly from your own. This rich anecdote should be definitely suggested for faculty of color who may consider that if they ask for input their inquiry may be viewed as a deficit, thus, they work in isolation. Make sure all text listed in syllabus match notes. Sometimes the editions are different or new.
- Before the beginning of the semester, I create a calendar with notations on assigned readings, activities, topics, assignment due dates, and test dates. The calendar is posted to a Blackboard site for all classes, whether or not they are online.
- Night courses are 3 hours long. I have found that sharing the time with teams of students has been very rewarding. They have to do their reading and collect some outside information. As part of their presentation they must do one or two interactive activities with the class. We go on break, then I teach the second half of class.
- For on-line courses, I have each week’s assignments in a folder in the ASSIGNMENTS section of Blackboard. At the beginning of each week, the students open the folder and all of the information for the assignments to be completed is contained in the one folder. Any new information or updates is there as well. All of the previous week’s folders remain open in case a student did not complete as assignment due to illness, technology glitches, etc.
I have received nothing but great feedback from the students. They seem to like
the organization and the impetus to complete assignments on time.
I also have a discussion board I call Class Issues Forum with the following
Whish you could raise your real hand in your virtual class? Now you have the
chance. If you have ANY questions, concerns, problems, or issues, relating to
class, please post them here. I will view them and answer within 24 hours.
Other class members may post responses to the issues, also. Remember to
observe net etiquette when posting. The email should only be used if a question,
problem, etc. is of a personal nature and not for the benefit of the entire class.
The forum reduced my emails by 90% or better and it is a great way for me to help
students more efficiently, as well as allow them to help each other.
- Accept help from peers who have previously taught the course; their experience is valuable. Survey them for past difficulties (content, time, labs, etc.)
- Put everything done in the course on Blackboard—weekly summaries, handouts, questions/topics discussed in class, rubrics, etc.
- If face to face, I create a three ring binder organized by tab for each chapter and assignment. If online, I create folders for each chapter and assignment with all the appropriate info in each so that the students do not have to look all over Blackboard to find what they need.
- Get the largest binder you can find and save all note for class as well as articles, websites, etc. and place in protective sheets. That way you can arrange the class as you see fit every semester.
- I create a calendar (in table format) for the semester (which becomes my Tentative Course Calendar) and put in all the important dates from the University calendar (first day of classes, holidays, withdrawal date, exams, etc.). I number the weeks and put in specific dates (in separate columns so that I can change things like the dates from semester to semester or the content for each week from semester to semester). This helps me to pace the learning sequence and balance the assignments throughout the semester. Then in other columns, I add topics for the week and To Do items (assignments). I then go to the class Blackboard site and put all this information into the calendar for each class, linking the information to the Learning Unit or page where the information can be found.
- Students seem to like this as an organizational tool. In fact, I began using the calendar tool at the request of several students (through evaluation feedback and direct emails) who wanted it and since then other students have found it useful and commented positively on the organization tools.
- Several thoughts: I have learned, for my sanity, to put all due dates of assignments for every course on the same calendar when I am planning the semester. Then I will adjust when I am giving exams and major assignments so that not everything is due the same week.
- I try to include presentation of content, analysis and application of content by the candidate, and discussion in each class. They still enjoy hand-on activities as well, and I try to include them as often as possible (example: We built spaghetti and marshmallow structures when studying pragmatism in EDUC 202).
- I color-code each course, so that class notes, handouts, etc. are placed in folders to match (e.g. 322 is in red, 321 is in green). I also carry my grade sheets, schedule and syllabi for courses in my briefcase in plastic green and red folders. Students supply a brad-folder of the appropriate color in which to turn in assignments. This folder also contains the course grade sheet so that they or I can record points earned.
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Suggestions for the First Days of Class
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Do an activity to learn the names of the students and to let them learn each other’s names.
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I always use an icebreaker. The students introduce themselves with and adjective that begins with the same letter as their first name. The more people in the class, the more fun, exciting and anxious. What do you learn? How students view/describe themselves. Do students understand the difference between an adverb, noun or adjective. The central focus for my class, is introducing long term and short-term memory. As the game continues the students will remember the first names via rote learning but short-term memory plays out as it nears the person about to introduce themselves. Last but not least, students learn who is enrolled in the class.
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I engage students in a couple of activities to help them get to know each other and set a positive tone for the class. One requires students, one at a time, to introduce themselves and everyone else that has been introduced thus far. The last student to introduce herself or himself must also introduce all other students in the class. I’m last, so I have to name everyone—if I can. Although personal data can be assessed from PeopleSoft, I have students provide pertinent information on index cards. Having phone numbers, for instance, can be handy if an emergency should arise. I review the course syllabus and calendar and entertain questions from the students.
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Take pictures of each of your students as they enter class. Have them sign right before you take their picture. Put your picture in a Word or Excel document with their name, school and contact information. Keep this in you attendance notebook, with documented attendance. Learning their names is a snap.
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Be prompt and expect students to be. Be prepared and present yourself as ready—whether you really are or not.
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Use small icebreakers that encourage students to talk and intermingle to set the tone for the class. Include an informal discussion where students have opportunity to discuss their past experiences and ideas about teaching.
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If on Blackboard, I give them an assignment the first day of class that is designed to see if they understand how to use Blackboard:
First day assignments (10 points):
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Email (3 points) – Using the correct subject heading as described in “communication information”, email the professor to document that both email addresses are correct by going to “communication” then “email”. If you do not get a reply email from your professor within 48 hours, post a notice to the correct discussion board thread informing the professor of the problem.
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Discussion Board (3 points) – Make two posts following the procedures outlined in “communication information”. In the first post, you should introduce yourself to your classmates and professor. In the second post, you should respond to a peer’s post.
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Drop Box (4 points) – First, create a document (using Microsoft Word or Word Perfect ONLY) that includes the following statement: “I have read the syllabus, the schedule, and the communication information.” and your name. Make a drop to the drop box following the directions in “communication information”.
Whether on Blackboard or face-to-face, I give them a written list of expectations for each assignment (see: DEPARTMENT OF TEACHING AND LEARNING Blackboard site > COURSE INFORMATION > NEW INSTRUCTOR/PROFESSOR INFORMATION > BLACKBOARD INFORMATION > communication information)
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Have students fill out a sheet with the following: The least known fact about _________ is _________. Then the next class period have students walk around the class asking questions to see if they can figure out the item for each person… the only rule, you can’t ask “Who is the person who…” But must ask questions that might suggest who the particular person might be.
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Be VERY organized!! There is usually so much to cover the first day! I usually write out a specific sequence of information to present. Then I stack the handouts (including the text in case someone asks about it) in the order of the list.
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I do an icebreaker to get them talking and laughing. Humor is very important to build community and to relate course content to their prior knowledge and previous experiences. An example that has been very effective was viewing a clip from “I Love Lucy” (Candy Factory) and relating that to their educational (or reading) experiences. |
Reducing Roadblocks
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Organize, organize, organize. Keep up with grading. Grade and give feedback promptly.
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I ask them a simple question, “How is your HBP?” I require PowerPoint or scholarly journal reviews. Therefore, we have a class on creating a PP and we visit the library to better understand how to conduct research.
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Good planning is the best way to avoid problems. Before the semester begins, we set practicum dates and contact schools at which we would like our students to conduct field experiences. Even with good planning, however, obstacles can arise, so flexibility is a necessary quality for teachers.
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Stay on top of schedule. Develop a system for maintaining all classes and perfect it.
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Posting weekly summaries of classes and handouts helps significantly reduce time spent dealing with absent students.
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I don’t ask anything of the students that I can’t do myself. If I ask them to be on time, then I am on time. If I make a mistake, they are never penalized, rather they get the advantage. I give feedback for every single point that I take when I correct an assignment.
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Have a prepared roll for each class. Have it dated and as the students walk in the class have them sign the roll (a la Harry Wong). This gives you documentation of who was present and who was absent. I also tell the students if they fail to sign in, they are considered absent. (Talk about reinforcing responsibility!!!)
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I try to put all the course information on the Blackboard class site before the semester begins. I try to anticipate student questions and supply them with the information or sequence of doing a particular task on the class website. Then it is available to them 24/7 and I can get some sleep!!
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I try to model each assignment by giving an example. Demonstrating how I will use my grading rubric also clarifies the assignment and gives them guidelines. I post all assignments on Blackboard, also.
I try to spread out assignments so that students and I are working continuously on assignments, but due-dates are staggered. |
Personalizing Your Class
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Be yourself. Don’t try to play a role.
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I share my likes and dislikes. I like to eat. I like people who are considerate of others. I don’t like people who don’t want to read/learn.
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We allow students to share pertinent information about their families, work, and other responsibilities—and we do the same. As many candidates have families, we try to ask about their children’s experiences in schools. We allow students to call us at home if a real need arises.
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Let your teaching style surface. Even though we may get help from peers in the beginning, your style must surface or things will stagnate.
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Send encouraging emails periodically. Use students’ names in case studies, vignettes, scenarios, examples, etc. Take pictures of class activities throughout the semester and show to the class.
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Do some sort of activity the first day that will have you and your students share personal info and contact numbers.
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Just be personable. Keep office hours when you say you will have them. Learn your students name and call on them by name whenever possible.
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I use a graphic (frog catching a fly, kitty walking across the screen, butterflies) as the Blackboard banner. It helps identify class sites as I switch back and forth working on grading, etc. It gives the students an idea of what I like. Hopefully it makes me less intimidating and more approachable, especially to online students.
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I try to find cartoons that relate to content to enhance community, humor, and discussion.
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Improving Candidate Learning
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Ask for student input. Give students the opportunity to talk with you outside of class.
Using Blackboard; offering bonus points; captivating videotapes.
I make it clear at the beginning of the semester and at other times during the semester that my expectations are high and based on standards. Simply relating to students that we believe they will succeed seems helpful in terms of the effort they put forth. We include assignments for candidates, as students, to complete that are activities we want them to employ, as teachers, with their own students. We expect candidates will teach and engage their students in writing, for example, so the candidates themselves are required to complete an assignment that requires them to follow the writing workshop process. Another important component, I think, is providing authentic assignments. One excellent way of achieving this is through service-learning projects. We also require students to participate in out-of-class professional development activities, which helps them transition from thinking of themselves as students to perceiving their new role as professional teachers.
Consider all learners when designing class work, labs, assignments—revelation! We don’t all learn the same way!
Give opportunities for students to teach mini-lessons to their peers before going into the classroom. Encourage students to give feedback to each other as well as from the instructor. “Make them” use technology—some will not try it unless they have to.
Stay organized and focused on the topic as much as possible. Use hands-on activities as much as possible, and monitor the students’ understanding of the material often. Use higher-order thinking questions as much as possible.
Place notes on Blackboard so that students don’t spend all class period trying to take notes, but are able to respond and discuss the topic at hand.
I use weekly five-point quizzes on Blackboard to encourage students to read the text material for the week. This also allows students to check their own understanding of the information.
I post lecture notes in PowerPoint and Word format so they can access and print them from home or campus. I also expect them to maintain a notebook containing these notes, assignments, learning logs and reflections. |
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Increasing Candidate Participation
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Give points for participation.
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Memorize names and continuously seek comments, feedback, etc.
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It is important to be open to student comments. One thing I’ve learned is to explain to students why they are being questioned. Socratic questioning, for instance, requires the teacher to ask for a rationale and examples for an answer. Students should be directly told the purpose of the professor’s questions—that is, to foster more complex thinking. Another way to encourage participation is to include group discussions and activities.
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After about the third week of class, I begin to utilize different ways to group candidates for class discussions. I model the different methods and then once the discussion is over, we analyze the grouping strategy and discuss ease of use, effectiveness of discussion, hazards for management, etc.
Candidates begin to share other methods they have seen or participated in during field experiences.
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Activities involving questions, solutions to scenarios, and real-life application are usually successful.
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Collaborative assignments and peer feedback.
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Have interesting, relevant, real-life activities, use active response cards or e-instruction (in-service coming soon!)
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Remove the barrier of the desk. Have students sit in a circle and have one student select the topic of discussion and act as the facilitator. (This is really hard to do sometimes.)
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I also use Discussion Board Forums with issues related to the topics of the class. I require an initial posting and a response to another student’s posting—at a minimum. I have found that some students get so involved in this that they post several more responses than the required number of times.
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It is important to allow time for small group discussion, partner work, question and answer periods. Double-entry journals (as introduction and closure to lessons) help students reflect on their own learning and enhance discussion.
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Increasing Candidate Feedback
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Give points for feedback.
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Open the class with the question, “Does anyone have any concerns?” Reiterated, “mi casa e su casa.”
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Once the midterm period has arrived, I give my candidates a simple “How am I doing?” questionnaire. It helps me see very quickly how the class is going and helps me to meet the candidates’ needs earlier than after the SOTs are returned.
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Questions—oral, written, or online.
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Carefully consider the connection to critical thinking—make decisions accordingly.
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I provide a discussion board on a Blackboard website where the students have the opportunity all semester long to give me anonymous feedback on any aspect of the class.
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Return emails soon. Return phone messages soon. Be positive!!!
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I have a Class Issues forum on the Discussion Board page of the class site so that they can ask questions and communicate with other members of the class between class sessions for campus classes or at any time for online classes. I monitor this and answer questions as needed. Students are directed to contact me by email or phone with personal questions or if they have an emergency. This DB forum gives me an idea of student concerns that I can address rapidly or make adjustments to the class as the semester progresses.
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On complex assignments (such as writing week-long lesson plans) I have them email a sample as a “freebie”—no points but I give them feedback so they can proceed more successfully with the assignment. This takes time initially, but it is much easier to grade a complex assignment if candidates are on the right track. |
| Evaluating/Grading Candidates |
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Resist the temptation to inflate grades. Research shows that students do NOT negatively evaluate teachers perceived to be “hard”.
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Find out what they feel are the difficulties in test taking. Ask them did they buy the text. Ask them if they study alone or collaboratively.
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Fairness is probably most important. Criteria for all assignments and tests must be provided to students before they are expected to complete them. It is also very necessary, I believe, to provide challenges and opportunities for candidates to problem solve.
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Use specific rubrics. This lets you students know what is expected and gives you exact leverage.
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Clear plan for grading. Rubrics for every project or lengthy assignment. Most students appreciate the rubric to check themselves.
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Use a variety of assessments including those students feel most comfortable with. Make a copy of completed rubrics and feedback given to students. Carefully document oral feedback as well. Give students an opportunity to assess each other.
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Have detailed rubrics which are available to students before the assignment is due. That way they know what is expected, and do not have as much problem understanding why they lose points if they score poorly.
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Be fair, firm and still be fun.
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We began using analytical rubrics in the Action Research class. I found that the students really liked them and often commented how useful they were. It also seems to help them develop a better product if they know exactly what we consider as an exemplary product.
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I have required that candidates keep a notebook for my courses, since the content will be used throughout their teaching career (Reading Methods and Assessment). I have given them a rubric to follow. I don’t want to carry all the notebooks around, so I schedule individual conferences with them so we can discuss organization, content, and I can give them immediate, personal feedback.
I also have begun to print all assessment rubrics on NCR forms so that I can keep a copy of my comments and give a copy to the student with their grade. This has cut down on my time at the copy machine, and has allowed me to return assignments more quickly.
Students supply a brad-folder of the appropriate course-color in which to turn in assignments. This folder also contains a copy of the course grade sheet so that they or I can record points earned. I also back up grades on a grade sheet that I keep with me, on Blackboard, and on Excel. |
Some More Tips
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10. Impart knowledge in creative ways, but don’t reinvent the wheel.
9. Look for the good in every student.
8. Always come to class with an overly prepared.
7. Smile at your students.
6. Prepare your tests ahead of time and revise them at least twice before the test date.
5. Knowledge is power; share your power with others.
4. Model good character traits.
3. Let the child in you express him or herself; your students will teach children.
2. Never return a rude remark with another rude remark.
1. Always remain a student. |
| Encouraging Active Learning |
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Having students write something.
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Have students keep three-week-three-times-a-week journals in which they comment, ask questions, and answer questions about course topics.
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Invite students to critique each other's essays or short answers on tests for readability or content.
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Invite students to ask questions and wait for the response.
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Probe students responses to questions and their comments.
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Put students into pairs or "learning cells" to quiz each other over material for the day.
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Give students an opportunity to voice opinions about the subject matter.
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Have students to apply the subject matter to solve real problems.
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Give students red, yellow, and green cards (made of posterboard) and periodically call for a vote on an issue by asking for simultaneous show of cards.
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Roam the aisles of a large classroom and carry on running conversations with students as they work on course problems (a portable microphone helps).
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Ask a question directed to one student and wait for an answer.
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Place a suggestion in the rear of the room and encourage students to make written comments every time the class meets.
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Do oral, show-of-hands, multiple choice tests for summary, review and instant feedback.
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Use task groups to accomplish specific objectives.
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Grade quizzes and exercises in class as a learning tool.
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Give students plenty of opportunity for practice before a major test.
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Give a test early in the semester and return it graded in the next class meeting.
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Have students write questions on index cards to be collected and answered in the next class period.
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Make collaborative assignments for several students to work on together.
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Assign written paraphrases and summaries of difficult reading.
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Give students to take-home problem relating to the day's lecture.
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Encourage students to bring current news items to class which relate to the subject matter and post these on a bulletin board nearby. |
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Providing Support
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Collect students' current telephone numbers and addresses and let them know that you may need to reach them.
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Check out absentees. Call or write a personal note.
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Diagnose the students' pre-requisite learning by a questionnaire or pre-test and give them the feedback as soon as possible.
Hand out study questions or study guide.
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Be redundant. Students should hear, read, or see key material at least three times. |
| Challenges for Students |
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Have students write out their expectations for the course and their own goals of learning.
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Use variety in methods of presentation every class meeting.
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Stage a figurative "coffee break" about twenty minutes into the hour, tell an anecdote, invite students to put down pens and pencils, refer to a current event, shift media.
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Incorporate community resources: plays, concerts, the State Fair, government agencies, businesses, outdoors.
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Show a film in a novel way: stop it for discussion, show a new frames only, anticipate ending, hand out a viewing or critique sheet, play and replay parts.
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Share your philosophy of teaching with your students.
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Form a student panel to present alternative views of the same concept.
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Stage a change-your-mind debate, with students moving to different parts of the classroom to signal change in opinion during the discussion.
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Conduct a "living" demographic survey by having students move to different parts of the classroom: size of high school, rural vs. urban, consumer preferences.
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Tell about your current research interests and how you got there form your own beginnings in the discipline.
Conduct a role play to make a point or to lay out issues.
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Let your students to assume the role of professional in the discipline: philosopher, literacy critic, biologist, agronomist, political scientist, engineer.
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Conduct idea-generating brainstorming sessions to expand horizons.
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Give students two passages of material containing alternative views to compare and contrast.
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Distribute a list of the unsolved problems, dilemmas, or great questions in your discipline and invite students to claim one as their own to investigate.
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Ask students what books they read over the summer.
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Ask students what is going on in the state legislature on this subject, which may affect their future.
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Let your students see the enthusiasm you have for your subject and your love of learning.
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Take students with you to hear guest speaker or special programs on campus.
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Plan a 'scholar-gypsy" lesson or unit which shows students the excitement of discovery in your discipline. |
| Helping Students Make Transitions |
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Hit the ground running in the first day of classes with substantial content.
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Take attendance: roll call, clipboard, sign in, seating chart.
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Introducing teaching assistants by slide, short presentation, or self-introduction.
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Hand out an informative, artistic, and user-friendly syllabus.
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Give an assignment on the first day to be collected in the next meeting.
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Start laboratory experiments and other exercises the first time lab meets.
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Call attention (written or oral) to what makes good lab practice: completing work to be done, procedures, equipment, clean up, maintenance, safety, conservation of supplies, full use of lab time.
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Give a learning style of inventory to help students find out about themselves.
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Direct students to Academic Success Center for help in basic skills.
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Tell students how much time they will need to study for this course.
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Hand out supplemental study aids: library aid, study tips, supplemental readings and exercises.
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Explain how to study for the kind of tests you give.
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Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading and general decorum, and maintain these.
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Announce office hours frequently and hold them without fail.
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Show students how to handle learning in large classes and impersonal situations.
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Give sample test questions.
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Give sample test questions answered.
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Explain the difference between legitimate collaboration and academic dishonesty; be clear when collaboration is wanted and is forbidden.
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Seek out a different student each day and get to know something about him or her.
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Ask students to write about what important things are currently going on their lives.
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Find out about students' jobs; if they are working, how many hours a week, and what kind of jobs they hold. | |