Classroom Dynamics. How do you get students to do what you want them to do? What do students want...

Classroom DynamicsClassroom Dynamics

• How do you get students to do what you want them to do?

• What do students want teachers to do?

• What are YOU going to do in your class?

Classroom Dynamics

YOUR FACEHERE

I’m excited about my first I’m excited about my first day of class/section.day of class/section.

I’m nervous about my first I’m nervous about my first day of class/section.day of class/section.

I’d rather be sleeping I’d rather be sleeping

right now.right now.

Being a great teacher means Being a great teacher means having less time and energy having less time and energy

to be a great researcher.to be a great researcher.

I didn’t answer totally I didn’t answer totally

truthfully to one of truthfully to one of

these statements these statements

(including this one).(including this one).

The most important skill for The most important skill for being a great section leader being a great section leader

is public speaking or is public speaking or presentation style.presentation style.

The best discussion leader The best discussion leader says very little and lets says very little and lets the students do almost the students do almost

all of the talking.all of the talking.

Telling students exactly Telling students exactly what’s on an exam and what’s on an exam and how to prepare for it is how to prepare for it is

babying them.babying them.

Anyone can improve Anyone can improve basic teaching skills, but basic teaching skills, but really great teachers just really great teachers just

have a natural gift.have a natural gift.

What just happened?

My Goals

• Process: Establish norms of full participation, self-reflection, self-disclosure, and student-student interaction

• Content: Thinking about what makes a “good” teacher

What just happened?Strategies

• Everyone has to make the decision to participate at the same time = norm established.

• Make the internal external (name tags; wall walk)

• “Press” to “express” (solo write before small group share; physically committing to a position before defending)

• All processes include relevant content

• Content foreshadows future activities/discussion

What are the norms/processes you want to

establish?– Participation– Self-reflection– Self-disclosure– Critical analysis– Creative problem-solving– Thinking like a researcher– What’s your goal?

Almost everything you do in the classroom should support your goals.

And now, for a very special And now, for a very special demonstration….demonstration….

“ “But Kelly, it’s so much less scary But Kelly, it’s so much less scary to just give a review lecture or to just give a review lecture or throw a discussion question to the throw a discussion question to the group! What if students don’t do group! What if students don’t do what I want them to do?”what I want them to do?”

Students like when something happens!

• Students will do what you ask them to do if you believe they will do it.

• You can build anticipation and increase attention just by asking students to do something different.

• If you feel like you are taking a risk in your teaching, students will feel the excitement of uncertainty.

YOUR TURNYOUR TURN

What do effective teachers do in the classroom?

Erdle & Murray 1986

Factor 1: Rapport• Offers to help students with

problems• Interested in students'

ideas• Sensitive to students'

feelings• Available for consultation

outside of class• Talks with students before

or after class• Tolerant of other points of

view• Concerned that students

understand subject matter• Knows individual students

by name• Flexible regarding deadlines

and requirements• Praises students for good

ideas• Shows strong interest in

subject matter

Erdle & Murray 1986

Erdle & Murray 1986

Factor 2: Interest• Relates subject matter to

current events• Describes personal

experiences relevant to subject matter

• States own point of view on controversial issues

• Focuses on controversial issues within subject matter

• Points out practical applications of concepts

• Relates subject matter to student interests or activities

• Gives everyday, real-life examples to illustrate concepts

• Tells jokes or humorous anecdotes

• Presents challenging, thought-provoking ideas

Factor 3: Disclosure• Advises students about how

to prepare for tests or exams

• Tells which topics are most important for exam purposes

• Tells exactly what is expected on tests or in assignments

• Provides sample exam questions

• Makes students aware of overall objectives of course

• Advises students about how to prepare assignments

• Suggests organizational schemes for learning material

• Suggests ways of memorizing complicated ideas

Erdle & Murray 1986

• Have yourself videotaped and watch yourself teach.

• Try a CTL communication class or vocal improv class

Erdle & Murray 1986

Open the Loop, Close the Loop

• Focus on your hook. What is your opening question or exercise?

• Leave them with a sinker. What was the point of what we just did? Is there anything they need to do to follow-up?

Sinker

• How do I get students to do what I want? Be clear about your goals, and plan your first class to emphasize process, not just content.

• What do effective teachers do? Pick one behavior from each category that you are going to do.

• Just for fun: Before your first class, listen to the theme song of whatever fictional movie/tv show you selected (or meditate on the qualities of that teacher.)

Want to talk about teaching strategies or get feedback on

your teaching?

• kmcg@psych.stanford.edu• Office 423, anytime• http://ctl.stanford.edu