Classroom Dynamics

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Classroom Dynamics
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Classroom 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?

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YOUR FACE HERE
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• Im excited about my first day of class/section.

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• Im nervous about my first day of class/section.

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• Id rather be sleeping
• right now.

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• Being a great teacher means having less time and
  energy to be a great researcher.

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• I didnt answer totally
• truthfully to one of
• these statements
• (including this one).

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• The most important skill for being a great
  section leader is public speaking or presentation
  style.

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• The best discussion leader says very little and
  lets the students do almost all of the talking.

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• Telling students exactly whats on an exam and
  how to prepare for it is babying them.

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• Anyone can improve basic teaching skills, but
  really great teachers just have a natural gift.

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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

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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

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What are the norms/processes you want to
establish?

• Participation
• Self-reflection
• Self-disclosure
• Critical analysis
• Creative problem-solving
• Thinking like a researcher
• Whats your goal?

Almost everything you do in the classroom should
support your goals.
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And now, for a very special demonstration.

• But Kelly, its so much less scary to just
  give a review lecture or throw a discussion
  question to the group! What if students dont do
  what I want them to do?

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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.

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YOUR TURN
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What do effective teachers do in the classroom?
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Erdle Murray 1986
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• 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
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• 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

Erdle Murray 1986
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• 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
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• Have yourself videotaped and watch yourself
  teach.
• Try a CTL communication class or vocal improv
  class

Erdle Murray 1986
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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?

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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.)

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Want to talk about teaching strategies or get
feedback on your teaching?

• kmcg_at_psych.stanford.edu
• Office 423, anytime
• http//ctl.stanford.edu