Creating a positive classroom

environmentAugust 20, 2015

Introductions

• Share your:• Name• Department• One fun thing you did this summer• One thing you’re excited about for the semester

Compare the syllabi

• What messages are being sent to students (probably on the first day) as a result of using either syllabus?

• What messages are being conveyed by your own syllabus?

Barkley, Elizabeth. Student Engagement Techniques. San Francisco: John Wiley & Sons, Inc., 2010.

STUDENT ENGAGEMENT

MOTIVATION ACTIVE LEARNING

What contributes to motivation?

Recipe for student engagement

Student motivation

Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010).  How learning works: seven research-based principles for smart teaching.  San Francisco, CA: Jossey-Bass.

Environment

ValueSelf-efficacy

Student motivation

Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010).  How learning works: seven research-based principles for smart teaching.  San Francisco, CA: Jossey-Bass.

Environment is NOT SUPPORTIVE

DON’T SEE Value

Stud

ent’s

sel

f-effi

cacy

is:

HIG

HLO

W

Environment is SUPPORTIVE

SEE Value DON’T SEE Value SEE Value

Rejecting Hopeless Rejecting Fragile

Evading Defiant Evading Motivated

Classroom climate

• Brainstorm characteristics of both good and bad classroom climates.

• How do those on the “good” list match up with Boise State’s Shared Values?

• Is there anything you’d add to the list?

Boise State Shared Values

• Academic Excellence – engage in our own learning and participate fully in the academic community’s pursuit of knowledge.

• Caring – show concern for the welfare of others.• Citizenship – uphold civic virtues and duties that prescribe how we ought to behave in a self-governing

community by obeying laws and policies, volunteering in the community, and staying informed on issues.• Fairness – expect equality, impartiality, openness and due process by demonstrating a balanced standard

of justice without reference to individual bias.• Respect – treat people with dignity regardless of who they are and what they believe. A respectful person

is attentive, listens well, treats others with consideration and doesn’t resort to intimidation, coercion or violence to persuade.

• Responsibility – take charge of our choices and actions by showing accountability and not shifting blame or taking improper credit. We will pursue excellence with diligence, perseverance, and continued improvement.

• Trustworthiness – demonstrate honesty in our communication and conduct while managing ourselves with integrity and reliability

Setting the tone early

• Look at the pairs of descriptions from the first day of class. • Answer the following questions: • What different messages (intentional or unintentional) are being sent with

actions or words in either case?• What implications could this have for the rest of the semester? • How do your actions, words, or course materials communicate your

expectations for the class?• In what way does the positive example in each pair improve the classroom

atmosphere?

Classroom climate spectrum

Explicitly marginalizing

Implicitlymarginalizing

Explicitly centralizing

Implicitlycentralizing

Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010).  How learning works 7 research-based principles for smart teaching.  San Francisco, CA: Jossey-Bass.

Case studies

• For each case study, identify where the behavior lies along the classroom climate spectrum.• Identify specific examples that helped you decide.• What could instructors have done differently to move to a more

explicitly centralizing environment?

Start off right: goals for the first days/weeks

• Help students to get the big picture of the course

• Scaffold/introduce content

• Acquaint students with strategies/behaviors you want them to use

throughout the semester

• Help students get to know you and each other

Plan for the first day

• Consult the “First Day” handout.• Come up with one idea that you could try out next week.• Be prepared to share with your table or the group.

Wrap up

• Use the first days/weeks to establish the patterns you want.

• Do group work, active learning, etc. as early as possible.

• Think about what messages your words and course materials send.

• Have fun!