Classroom Management for Librarians
Using this software
• Microphone• Raising your hand• Green / Red X• Laughing / Clapping • Stepping out
• Text chat• Audio• Full Screen• Exiting
Objectives
• By the end of this class, you will be able to: • Develop a teaching plan for a class• Manage classroom discipline and control• Implement a variety of teaching strategies to
improve teaching• Effectively integrate technology into teaching
Agenda
• Preparing to teach• Discipline and difficult situations• In class teaching strategies, tips, and activities• Teaching with technology-what’s new?• Teaching with technology-strategies and tips
Introduce Yourself!
• Share with the group: • Your name• Your institution• Your instructional role• What you would like to learn
Before You Teach—Prepare! First Steps
• Carefully assess what you will be teaching (conversation, questions)
• Become comfortable with the material
• List what you want to cover (50 minutes!)--Skills sets, concepts
• Design in class activities based on your objectives
Awareness
• Time• Space• Equipment• Cost• Language• Age and physical abilities of
audience• Travel
Formulate a Teaching Plan:Ask Yourself…
• What should students be able to do when they leave?
• What new knowledge should they gain/retain?
• What new skills will students acquire? Will they have a chance to practice them?
Formulating A Teaching Plan: Assessing Needs
• Identify and assess the needs of your class – Work closely with faculty – Ask lots of questions!
• Identify existing skill level • Identify special needs
Elements of a Good Teaching Plan:Write it Out
• Title of the class • Time/time frame • What materials you need• What handouts to share • Objectives• Activities/exercises • Procedures (Script)/sample searches• Assessment
Handouts • Have a point to your handouts • Number the pages• Use the correct # of ppt slides on a page – so
that people can still read them!• Staple if multiple pages • Provide cover sheet or title page• Use logo/branding/contact information• PROOF and reproof!• If possible, turn them into a web page!
Handouts, Cont’d.
• Keep student needs and learning styles in mind
• Provide materials that are useful after the session
• Avoid clutter in design
Presentations
• Check equipment• Use proper lighting• KISS (simple AND short)• Orient students to where you are on
the screen
Physical and EmotionalPreparation
• Dress respectably, but dress comfortably
• Wear “confident” clothes • Don’t over eat, but don’t be starving! • If allowed, have water available
Some Prep Basics…
• Visit the space before teaching • Have a back up! • Maintain and carry a
“teacher’s tool box” – What’s in it? – Extension cord– Markers– Adapters
Handling Nervousness
• Accept it; don’t fight it• Take a brisk walk ahead of time• Don’t sit with legs crossed• Let arms relax at sides• Twirl wrist; relax fingers
Handling Nervousness, Cont’d.
• Lower shoulders• Wiggle jaws back and forth• Deep breathing• “Let go” of nervousness• Have a warm up routine
The Voice
• Warm up-Hummmm!• Make sure your audience can hear
you• If you’re soft-spoken, a microphone
might help• Use inflection to create variety • Speak directly to the group• Establish eye contact
It’s Time! Just Before the Class
• Arrive early-Check out the technology
• Acquaint yourself with equipment• Greet students (creates
approachability, lets you be in control of conversations as class begins)
While You’re Teaching…
• Discipline and control • Teaching techniques
Sometimes…A Moment
• Write out what you are going to say ahead of time
• Practice your presentation in advance• If you lose yourself…
– Give yourself a moment to focus– Pause, breathe deeply, collect– Consult your notes (but don’t read from them!) – Hard question—be honest, jot it down and follow up– Be honest
Discipline: Basics • Establish ground rules – ask up front that they not
read email, etc.• Don’t get into an argument; help them keep face• Use physical proximity• Use a nerf ball to indicate who has the floor• Know your stuff!• Ask questions of those nearby.• Depending on presentation ignore latecomer or
stop and catch them up.• Use a “parking lot” for outside issues
Control
• Clearly explain the class goals and agenda to let students know “WIIFM”
• Have a strategy for latecomers • Face student unhappiness head on; if
someone has a problem, ask them how you can make it better
• Make sure your classroom is conducive to wakefulness
Exercise
• What would you do? • A small group of students is talking in
the back of the class• Students sigh and gasp in frustration
as class begins, indicating that “We were “just in here last week in our English 101 class”
Exercise: Cont’d.
• A student interrupts consistently with off topic questions or comments
• A student comes in late • A student is asleep and snoring
Teaching Techniques
• Use metaphors or analogies to explain a concept
• “Coke can” analogy – Controlled vocabulary
• “Pay Per View” Metaphor – The GOOD information/full text costs
money!
Engage Your Audience With Questions
• Ask questions to break the sequence of lecturing
• Ask questions that gain attention or promote understanding
• Ask questions that gauge knowledge
What About the Crickets?
• We all know that feeling…silence• Pause, learn to accept silence--count
to ten.• Rephrase the question, it may be
unclear• Call upon a student
Using Humor
• Increases retention• Reduces tension• Grabs attention• Can produce a more favorable
reaction to a speaker
Using Humor
• Props• Anecdotes• Personal experiences• Cartoons• Humorous questions and examples• Music
Humor: Things to Try
• One-liners (Information related?) • Web Deception (Onion vs. CNN) • Self-Deprecation• Wacky but True (Exploding Head
Syndrome) • Music
• Using humor is not for everyone!
Humor: More Things to Try
• Humorous stories, jokes• Humorous questions, problem sets• Warning or cautions on a set of handouts• Spontaneous humor• Planned humor• Comic strips• Graphics• Audio clips
Using Humor: Avoid…• Ethnic• Racist• Sexist • Religious• Insult or sarcasm
Games and Play
• Information Literacy Game, UNCG
• Competition for increased engagement
Use an “Active Learning” (Constructivist) Approach
• Active learning principles: • Familiar experiences as bridges to new
experiences (learning transfer)• Applying concepts to a problem (practice)• Think critically and act creatively (problem
solving)• Equilibration (de-stabilizing the familiar)• Group activity• Reinforcement (defining success)• Application (new situation)
Creating Active Learning
• Identify Outcomes (assessment)• Apply active learning principles• Choose a method from your repertoire
(techniques)• Establish timing• Prepare for change• Identify learning indicators (assessment)• Discuss and practice
Active Learning Techniques
• Discussion• Question and Answer• Hands-On• Peer Tutoring• Discovery Learning• Case-Based Learning• Learning by Reflection• Simulation-Based Learning• Incidental Learning
Active Learning Activities
• Peer Tutoring • Students teach each other• Can work well in classes of mixed
abilities, grade levels• Students retain much more of what
they teach- the teachers are learning, too!
“Case-Based” Learning
• Students learn vicariously through stories that illustrate effective use of knowledge and skills
• Case studies
Incidental (Accidental?) Learning
• Content is linked to fun, game-based activities. Students “learn in passing”
• Library Jeopardy• Murder Mystery• Crossword Puzzles
Reflection
• Students apply higher-level cognitive skills to carry out sophisticated analyses.
• Web Site Evaluation• Journaling
Role Play
• Instructor creates an artificial environment to provide learning and the practice of skills
Discussion: What do you Do?
• Let’s wrap up day one with some examples of strategies that you have used to engage students and improve your classroom teaching?
Remember…
• Don’t give up after one try• Practice, practice, practice• Always remember your audience• Integrate new methods slowly• Be Yourself
“See” You Tomorrow!
Day Two: Welcome Back!
• Questions? Comments? • Classroom technology basics • Pros and cons of popular teaching
technologies• strategies and tips• What’s new in teaching technology?
Technology: Your Library Classroom
• Teaching workstation• Projection• Student workstations
The Teacher’s Workstation in Your Classroom
• Keep the desktop clean and clear • Establish procedures for installing software • Maintain secure list of authorizations and
passwords• Arrange it so that the person at the instructor’s
workstation can be seen from around the room• Keep clutter to a minimum• Maintain an easy distance to controls (lighting &
projection)
Projection Systems
• Maintain directions for use (volume, focus, brightness)
• Have a back up bulb ($$$) • Establish procedures for making sure
projector is turned off
Student Workstations
• “Hide” games• Limit access (so software cannot be
installed) • Keep computers free from
unauthorized, unlicensed, or harmful software
• Deep Freeze • http://www.faronics.com/
Teaching Technologies We Like: Pros and Cons
• Flip Charts/Posters• PowerPoint Slides• Videos• Web Pages
Flip Charts/Posters• Yep, this is technology too• We often forget about how fun they can be! • Advantages: • Easy• Portable• Visual• Interactive* (Mindwalk)
http://memory.loc.gov/ammem/ndlpedu/lessons/psources/mindwalk.html
• Disadvantages• Not great for large groups• Poor handwriting? spelling? Anxiety
Flip Chart Tips
• Prepare ahead of time • Use a variety of marker colors• Avoid using lighter colors • Have some back up markers • Use large, clear printing
PowerPoint• Advantages: • Looks professional* • Good for large groups• Good prep/organizes thoughts• Easy to integrate into discussion• Disadvantages: • Requires special equipment• Requires some training/time to create• Requires decent graphics/composition skills
PowerPoint Tips
• Keep slides uncluttered• Slides work best as outlines• Use bulleted lists• Choose appropriate backgrounds• Make font readable (24 pt. minimum)• Don’t be distracting with:
– Images – Transitions– Graphics– Sound
Expand your PowerPoint with Slideshare
PowerPoint Alternatives
• Prezi• www.prezi.com• Google Docs presentations• www.google.com/documents
» Others: http://www.pcworld.com/businesscenter/article/219882/powerpoint_alternatives_presentationtool_showdown.html
Videos• Advantages: • Professional looking • Good for any sized group• Disadvantages: • Must be chosen wisely, relevant• Requires more special equipment • Copyright concerns • If using a portion, requires accurate cueing• Darkened room may make attendees sleepy
Sharing Video
• You Tube• Vimeo (for more lengthy segments)
Web Pages• Advantages• Allows “live” demonstration • Provides many interactive tools • Is visually appealing• Disadvantages• Prone to going down• Different sites may look different in different
browsers• You may have limited access to online
databases if you are teaching in an unfamiliar space
Web Page Tips• Create slides as a back up• Carefully practice online database searches
and have many and varied examples• If you are creating your own page: • Create the page with audience in mind• Arrange simply, make it easy to use• Avoid clutter• Code for a variety of browsers• Use frames, graphics, backgrounds, and
images wisely
More Teaching Technology
• Classroom management software• Workstation management • “Clickers”• Web 2.0 (Blogs, Podcasts) • Tutorials/Asynchronous “Teaching”
Classroom Management Software
• Improves flexibility • Helps students stay on track• Helps manage multiple workstations
effectively• Desktop control keeps focus on
learning
Classroom Management Software Products:
• Recent Thread on Information Literacy Listserv:
• SynchronEyes• Robotel• Vision• Lanschool
Product List/Comparison: ACRL Chart
Workstation Management
• Deep Freeze and others• Control workstations• Schedule maintenance• Update and deploy customized
settings
Teaching in an Electronic Classroom-Tips
• “Team” teach-use an assistant • If an assistant isn’t available--let students “drive”
so that you can roam hands free• Be patient and understanding with those who are
new to certain technologies • Explain what you are doing as you do it• Demonstrate slowly with deliberate movements
Tips, Cont’d.
• Remember…YOU are the presenter, NOT the equipment
• Shut off monitors while lecturing • Face the class, not the computer or
display• Limit use of the lecture method-
hands-on is key!
Teaching in an Electronic Classroom-Methods
• Demonstration method followed by hands-on practice
• - 10-25 minute “chunks”• - Session may seem choppy• - Control of session• - Group dynamics vary
Team Teaching
• Librarian/Librarian• Librarian/Faculty• Librarian/Assistant• Librarian/Volunteer
• Share content/demonstrations• Effectively manage activities
Hands-On Activities
• Have a well-planned activity with clear instructions
• Roam the room• Respond to questions, guide students• “Queue up” multiple questions;
acknowledge and respond• “Pair up” people with less technical
experience with those with more
“Clickers”
• “Student Response Systems” or “Remote Personal Response System”
• Uses remote control like device to send student feedback
• Typically used in large classroom settings
• Can be used in class to assess understanding of fundamental concepts/clarification
“Clickers” In Action
Mobile Devices
• Use cell phones like clickers!• Poll Everywhere • http://www.polleverywhere.com/
Mobile: Other Uses
• Apply mobile applications to research • “race!”• Note taking • Other ideas?
• Experiment! • Great resource for many informational
apps: • http://apps.usa.gov/
Managing Technology-Your Classroom Space
• Instructor’s Workstations• Keep the desktop clean and clear • Establish procedures for installing software • Maintain secure list of authorizations and
passwords• Arrange it so that the person at the
instructor’s workstation can be seen from around the room
• Keep clutter to a minimum• Maintain an easy distance to controls (lighting
& projection)
Learning Management Systems
• Blackboard, Moodle--many others. • Design asynchronous materials for
teaching distance learners!• Conduct online classes • Share course specific materials • “Live” reference help
Tutorials/Virtual Sessions
• Jing (FREE!)• Adobe Captivate• Camtasia
Social Media
• Blogs/Wikis• Podcasts• Facebook• YouTube
Blogs/Wikis
• Can be used for sharing class information (handouts, updates, etc.)
• Interesting implications for “Learning Communities”
• Useful for assignments or active learning activities, for example, research journals
• “Research Blog”
Podcasts
• Pre-recorded sessions to be downloaded using popular software (itunes)
• Podcast lectures • Self-guided library tours (ipods) • Other asynchronous library
orientations, lectures, resource demos, & activities
Facebook, YouTube, Tumblr, Twitter
• Facebook—social networking tools of choice for students
• Libraries have done promotional/instructional videos on YouTube
• Tumblr, Twitter—discussion forums• Where can we integrate parts of our
instructional mission? Should we?
Resources
• Avery, S. (2005). Loex Presentation, “Beyond the mouse click: Using analogy and metaphor in library instruction.”
• ACRL, Instructional Technologies Committee. “Classroom Control Systems.” http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/teachingmethods/classroomcontrol.htm
• ACRL PRIMO Database (teaching plans and class activities) http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/emergingtech/primo/index.htm
• ALA, “Library Skills, Information Skills, and Information Literacy: Implications for Teaching and Learning.” http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11998slmqo/carey.htm
• Arizona State University, Fletcher Library Game Project http://westcgi.west.asu.edu/libcontrib/game/website/biblio.cfm
• Deep Freeze Information, http://www.faronics.com/
Resources, Cont’d.• Educause, “7 Things You Should Know About Clickers.”
http://www.educause.edu/ir/library/pdf/ELI7002.pdf• LaGuardia, Cheryl, and Christine Oka. (2000). Becoming a Library
Teacher. New York: Neal-Schuman.• Library Instruction Roundtable (ALA LIRT) “Library instruction
teaching tips.” http://www3.baylor.edu/LIRT/brochures.html• LOEX-Instruction Resources
http://www.emich.edu/public/loex/resources.html• Radford University, McConnell Library “Instruction A La Carte
Menu” http://lib.radford.edu/Instruction/menu.asp• Merlot, • Selman, R. (2007). Creating digital classrooms. Teacher Librarian,
34 (3) Feb 2007• Walker, B. (2005). Loex Presentation, “Comedy Central: Using
humor in library instruction.”
Resources, Last, but not Least!
• “Exploding Head Syndrome” Articles: • Weekly World News, “How to tell if your head’s
going to blow up.” http://www.deas.harvard.edu/projects/weitzlab/research/head-explode.html, 24 May 1994
• Evans, R.W. & Pearce, J.M.S. (2001). “Exploding Head Syndrome.” Headache: The Journal of Head and Face Pain. 41, 602-603.
Thank You for Attending!
Questions?Questions?Russell Palmer
Lyrasis1.800.999.8558 ext.
4916russell.palmer@lyrasis.
org