Why do you want student participation in your classroom.doc
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1、Why do you want student participation in your classroom?Student participation in the form of class discussion can be useful for many reasons, but those reasons vary according to the particular class you are teaching and what you want the discussion to accomplish. Before you begin to work on how to i
2、nitiate or manage discussion in your classroom, consider the following for each of the classes you teach: How much of each class period do you want to devote to class discussion? It would be helpful to establish a goal for the percentage of class time that will be devoted to discussion as a general
3、guideline for planning your material. What exactly do you want the students to discuss? Is this about exploring theories and concepts from the assigned reading, providing examples or applications, or an opportunity for students to express their opinions? How flexible are you about maintaining comple
4、te control of the classroom and the content of the discussion? Is this a large lecture class in which you need maximum control or is it a small seminar class where the students can take primary responsibility for leading/guiding the discussion?Be realistic about your expectations for a particular cl
5、ass and group of students. Examine your assumptions: Are you assuming that all students are coming to class fully prepared? If so, how are you going to make sure that happens? Are you assuming that all students can pull their ideas together and respond thoughtfully to your questions? Consider whethe
6、r these students are freshmen or seniors, majors or nonmajors. Are you assuming that all students are comfortable talking out loud in class and believe they have something useful to contribute?Choose a particular course in which you would like to enhance the student participation and make some basic
7、 notes about the nature of the content, students, and level of participation desired:Course number/title: _Level of student:_Majors/nonmajors: _Percentage of class time that you would like to devote to discussion: _Type of discussion content: _Size of class: _Room set up/seating arrangement: _Degree
8、 of instructor control desired: _Other notes:Setting yourself up for success Clearly define your expectations to the students. Talk about why participation and discussion are an important part of the course on the first day of class. Your syllabus should contain a specific statement such as the one
9、I include in my COM 233 syllabus: You will be expected to complete the readings and homework and contribute to the class discussion for each day. Your participation grade will be based on the degree to which you make meaningful contributions to the class discussion on a regular basis. You will also
10、be required to make postings to the MySCSU course homepage and these will count toward your class participation grade. Optimize the physical arrangement of the classroom. Examine the classroom space and make certain that the chairs are arranged in a manner that facilitates discussion. After deciding
11、 on the room arrangement, I ask the students to set up the room each day before class (and then remember to put it back for the next class!) Learn their names. There is something about making the effort to learn a students name that shows them you value their presence in class. (I have to take pictu
12、res!) It also allows you to call on students by name when their hands are raised or solicit their input when they are quiet. Build rapport with the class members. Come early. Stay late. Encourage them to come during office hours. Collect basic personal information and make connections. Additional in
13、formation on this topic is provided in the next section on Instructor Immediacy.Other ideas for setting yourself up for success from workshop participants:Instructor ImmediacyIn the Communication literature, once of the key concepts that has been investigated in regard to instructional effectiveness
14、 and affective learning is the concept of immediacy. Instructor immediacy is generally described as communication behaviors that enhance the sense of physical and psychological closeness that students have toward a particular instructor. This perception is closely associated with instructors whom st
15、udents perceive to be likeable and approachable. Researchers have identified specific verbal and nonverbal communication behaviors that promote a sense of immediacy:Verbal ImmediacyNonverbal ImmediacyUses students namesMaintains eye contactUses “we” instead of “I”SmilesTalks to students before and a
16、fter classMoves around while teachingUses personal examplesUses vocal variety while talkingUses humor in classUses relaxed body postureSolicits input from studentsUses gestures while talkingWilling to change topics as neededTouches others while talkingWilling to have unplanned conversationsIs animat
17、ed while talkingInstruments to measure verbal and nonverbal immediacy have been developed and validated. There is a substantial body of Communication research that has demonstrated the connection between both verbal and nonverbal immediacy and positive outcomes related to classroom climate and affec
18、tive learning. Copies of these instruments are included in this package. If you are uncertain of your immediacy behaviors, invite someone to visit your class or ask your students to complete the instrument.Meta-DiscussionHaving a discussion about discussions is probably one of the best things you ca
19、n do to help facilitate a classroom atmosphere that is conducive to participation. Here are some ideas for how to do that:1. Lead a brain-storming session in which students are prompted to list pros and cons of class discussions or characteristics of effective/ineffective class discussions and write
20、 them on the board.2. Ask the students to identify reasons why they do NOT like to participate in class or reasons they might be concerned or uncomfortable about speaking out in class and then address these concerns.3. Ask students to talk about turn-taking issues (see page 11) and establish some gr
21、ound rules about turn taking.4. Set up message board topics so students can discuss or “vote” on preferred discussion rules.5. Print or post discussion rules so that you and the students may refer back to them later in the semesterespecially if there are frequent violations.6. Emphasize the shared r
22、esponsibility of managing good classroom discussion. Encourage self-monitoring and peer feedback.7. Highlight any discussion rules you want to enforce and make certain to include them in the syllabus. For example:Please respect the confidences of your classmates. This is a class that often involves
23、the discussion of personal issues and relationships and what is discussed in class should stay in class. At any time during a particular class session that you feel things are not going well, stop and have a meta-discussion. Ask the students for feedback about what is not working and suggestions to
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