Copyright © 2010 by Tapestry Press, Ltd. Chapter 4 Making the Classroom Work for You.

Copyright © 2010 by Tapestry Press, Ltd.Copyright © 2010 by Tapestry Press, Ltd.

Chapter 4Chapter 4

Making the ClassroomMaking the Classroom

Work for YouWork for You


AARREE

YYOOUU

RREEAADDYY


Purpose of This ChapterPurpose of This Chapter

To help you get the most out of your class To help you get the most out of your class time—from preparation to participation.time—from preparation to participation.

Your work ethic in collegeYour work ethic in college

will help you succeed in your career!will help you succeed in your career!


Learning OutcomesLearning Outcomes

1. Assess your approach to classroom learning.

2. Use a syllabus as a guide for an entire course.

3. Prepare for class.

4. Appreciate the importance of class attendance.

5. Benefit from arriving early to class.

6. Take appropriate measures when you must miss class.

7. Use proper classroom etiquette.


Learning OutcomesLearning Outcomes continuedcontinued

8. Participate actively in the classroom.9. Explore your expectations of instructors.10. Discover your instructors’ expectations of

students.11. Evaluate and make the most of your own

learning styles.12. Examine and get the most out of your

instructors’ teaching modes.13. Explore ways to learn outside the classroom.14. Get back on track when you’re having

academic problems.


It is the general belief of colleges that:It is the general belief of colleges that:

AllAll students have the potential for students have the potential for college success.college success.AllAll deserve to be treated with dignity. deserve to be treated with dignity. AllAll are to be respected for their are to be respected for their differences. differences.

↑↑Reflect on this.Reflect on this.


What Your College Expects of YouWhat Your College Expects of You

The next slides contain a list of The next slides contain a list of Student Student Expectations and ResponsibilitiesExpectations and Responsibilities that are often that are often shared with students as they enter college.shared with students as they enter college.

Discuss the importance of these Expectations Discuss the importance of these Expectations and Responsibilities as they pertain to and Responsibilities as they pertain to ourour College. College.

——adapted from West Virginia State Community and Technical College Web Site adapted from West Virginia State Community and Technical College Web Site 20092009


Student Expectations and ResponsibilitiesStudent Expectations and Responsibilities

——General Expectations—General Expectations—

1.1. A student is expected to read and understand A student is expected to read and understand the College Catalog. the College Catalog.

2.2. A student is expected to read and use the A student is expected to read and use the College’s “Schedule of Classes” as he/she College’s “Schedule of Classes” as he/she registers each semester.registers each semester.


General ExpectationsGeneral Expectations continued continued

3.3. A student is expected to check with A student is expected to check with his/her major department for recent his/her major department for recent information on requirements and information on requirements and curriculum.curriculum.

4.4. A student is expected to schedule A student is expected to schedule classes so that the most effective classes so that the most effective learning can occur.learning can occur.


General ExpectationsGeneral Expectations continued continued

5.5. A student is expected to allow a minimum of A student is expected to allow a minimum of three hours study time per week for each hour three hours study time per week for each hour of class time.of class time.

6.6. A student is expected to show satisfactory A student is expected to show satisfactory academic progress.academic progress.

7.7. A student is expected to actively participate in A student is expected to actively participate in the life of the college.the life of the college.


Student Expectations and ResponsibilitiesStudent Expectations and Responsibilities

——Individual ExpectationsIndividual Expectations——

1.1. A student is expected to assume A student is expected to assume responsibility for his/her education and responsibility for his/her education and formulate his/her own educational goals. formulate his/her own educational goals.

2.2. A student is expected to make use of the A student is expected to make use of the College Library. College Library.


Individual ExpectationsIndividual Expectationscontinuedcontinued

3.3. A student is expected to develop a plan A student is expected to develop a plan for increasing his/her listening skills and for increasing his/her listening skills and improving study habits. improving study habits.

4.4. A student is expected to take notes A student is expected to take notes during classes.during classes.


Individual ExpectationsIndividual Expectationscontinuedcontinued

5.5. A student is expected to work A student is expected to work collaboratively with other students.collaboratively with other students.

6.6. A student is expected to evaluate his/her A student is expected to evaluate his/her own progress. own progress.


Student Expectations and Responsibilities Student Expectations and Responsibilities

—Classroom Expectations——Classroom Expectations—

1.1. A student is expected to attend all class A student is expected to attend all class sessions and to be punctual. sessions and to be punctual.

2.2. A student is responsible for all work done A student is responsible for all work done when he/she is absent from class. when he/she is absent from class.


Classroom ExpectationsClassroom Expectationscontinuedcontinued

3.3. A student is expected to read, A student is expected to read, understand, and follow the instructions in understand, and follow the instructions in the course syllabus. the course syllabus.

4.4. A student is expected to complete A student is expected to complete reading and writing assignments in all reading and writing assignments in all classes.classes.



5.5. A student is expected to turn in A student is expected to turn in assignments on time. assignments on time.

6.6. A student is expected to complete his/her A student is expected to complete his/her work without cheating or committing work without cheating or committing plagiarism. plagiarism.

7.7. A student is expected to actively A student is expected to actively participate in classes. participate in classes.



8.8. A student is expected to make A student is expected to make appointments with professors during appointments with professors during assigned office hours. assigned office hours.

9.9. A student is expected to exhibit proper A student is expected to exhibit proper behavior at all times.behavior at all times.


AttendanceAttendance: General Rules of Thumb: General Rules of Thumb

1.1. Punctual and regular attendance in all Punctual and regular attendance in all classes is required. classes is required.

2.2. Should an absence occur, it is the student’s Should an absence occur, it is the student’s responsibility to contact the professor. responsibility to contact the professor.

3.3. Individual faculty members may have Individual faculty members may have additional specific policies regarding class additional specific policies regarding class attendance, missed assignments, and attendance, missed assignments, and missed exams. missed exams. See the syllabusSee the syllabus


Attendance Attendance continuedcontinued

4.4. Specific policies will be presented to Specific policies will be presented to students in the syllabus at the beginning students in the syllabus at the beginning of the semester.of the semester.

5.5. It is not uncommon for grades to be It is not uncommon for grades to be adversely affected by absences.adversely affected by absences.


Your Instructor Can Quickly Assess the Your Instructor Can Quickly Assess the Quality of Your Preparation for ClassQuality of Your Preparation for Class

Ask your instructor for preparation tipsAsk your instructor for preparation tips::

1.1. How do you recommend that How do you recommend that students prepare for your class?students prepare for your class?

2.2. . . . for tests?. . . for tests?


Class Survey: Class Survey: Our Study Time ExpectationsOur Study Time Expectations

1.1. How many hours do you expect to study each week? How many hours do you expect to study each week? ______________2.2. How many hours of class do you have each week? How many hours of class do you have each week? __________________ 3.3. CalculateCalculate::

a.a. the the averageaverage hours our class expects to study each week. hours our class expects to study each week.b.b. the the averageaverage hours of class we have in a week. hours of class we have in a week.

4.4. ÷÷ the average hours our class expects to study each week by the average hours our class expects to study each week by average class hours per week average class hours per week

5.5. = = class’ average number of hours we expect to study for each class’ average number of hours we expect to study for each hour of class. hour of class.


Class Survey: Class Survey: Our Study Time ExpectationsOur Study Time Expectations

1.1. How many hours do you expect to study each week? How many hours do you expect to study each week? ______2.2. How many hours of class do you have each week? How many hours of class do you have each week? ______

3.3. Example CalculationExample Calculation::a.a. Average hours Average hours our classour class expects to study ea. wk. expects to study ea. wk. 45 hrs.45 hrs.b.b. Average hours of class Average hours of class wewe have in a week. have in a week. 15 hrs.15 hrs.

a.a. ÷÷ the average hours our class expects to study each week the average hours our class expects to study each week by average class hours per week. by average class hours per week. (45(45 ÷÷ 15 hrs. 15 hrs. = = 3)3)

1.1. 3 hours3 hours = = class’ averageclass’ average number of hours we expect to number of hours we expect to study study for each hour of classfor each hour of class. .


Recommended hours of study time Recommended hours of study time perper hour of class hour of class = 3 hours= 3 hours

1.1. How does our class compare?How does our class compare?

2.2. How do you compare? How do you compare?

Think about it !Think about it !

Have you ever heard anyone say: “I wish I would Have you ever heard anyone say: “I wish I would have studied have studied lessless!”?!”?


DiscussDiscuss the following differences between the following differences between high school and college high school and college

and what you and what you likelike about it. about it.

1.1. In general, college work is much In general, college work is much more difficult more difficult and time consumingand time consuming. .

2.2. As you already realize, college is a much As you already realize, college is a much more more unstructuredunstructured experience than high school. experience than high school.

3.3. Your class schedule may look very light, but Your class schedule may look very light, but will often will often require a great deal of out-of-class require a great deal of out-of-class time and efforttime and effort. .


The Differences: The Differences: High School to College High School to College continuedcontinued

4.4. You will be asked to You will be asked to do more independent do more independent workwork at college and, consequently, will be at college and, consequently, will be asked to become asked to become responsible for your learning responsible for your learning and for organizing your timeand for organizing your time. .

5.5. Many of your old habits and behaviors may Many of your old habits and behaviors may have to undergo some changes. have to undergo some changes.


Who’s your best teacher?Who’s your best teacher?1.1. You are your best teacher!You are your best teacher!

2.2. Your teachers are engineers of learning. Your teachers are engineers of learning. They design and structure learning They design and structure learning opportunities for you. They share their opportunities for you. They share their expertise with you.expertise with you.

3.3. But, you bring the work ethic, self-But, you bring the work ethic, self-discipline, and motivation to learn.discipline, and motivation to learn.


See Exercise 4.1: See Exercise 4.1: What are my classroom skills?What are my classroom skills?

Confession timeConfession time:: In what ways do you need to improve your In what ways do you need to improve your

approach to being prepared for classroom approach to being prepared for classroom learning?learning?

Tell your neighbor: Tell your neighbor: “I need to improve ___.“I need to improve ___.


What’s it all about? What’s it all about? See your Syllabus See your Syllabus

Quick response Quick response around the room in around the room in two minutes. two minutes.

What is the significance of the What is the significance of the syllabus?syllabus?


Have high expectations of yourself Have high expectations of yourself PreparePrepare

1.1. Your instructor makes assignments so you will Your instructor makes assignments so you will learn before you come to class.learn before you come to class.

2.2. You won’t regret being prepared.You won’t regret being prepared.3.3. Read to learn.Read to learn.4.4. Jot down your questions.Jot down your questions.

Learn before class so you are energized and Learn before class so you are energized and open to learning more!open to learning more!


Don’t be an idiot Don’t be an idiot Attend class Attend class..

What are the top two reasons for failure What are the top two reasons for failure in a course?in a course?


Top 2 reasons for failure in a Top 2 reasons for failure in a course?course?

1.1. Poor attendancePoor attendance

2.2. Not turning in assignmentsNot turning in assignments


Be interested . . .Be interested . . .Stay focused . . .Stay focused . . .Participate . . . Participate . . .

Get the most out your class even if you have to Get the most out your class even if you have to convince yourself to convince yourself to

get interested and stay focused!get interested and stay focused!____________________________________________________

Yes, some instructors award Yes, some instructors award participation points. participation points.

It’s a lot like work where you are getting paid for It’s a lot like work where you are getting paid for your contributions and efforts!your contributions and efforts!


Why get there early?Why get there early?

1.1. An extra ten minutes before class could be An extra ten minutes before class could be used to ask questions.used to ask questions.

2.2. Get assistance on assignments/projects.Get assistance on assignments/projects.3.3. Get to know your classmates.Get to know your classmates.4.4. Being early keeps you from being late.Being early keeps you from being late.5.5. Being early gives you time to get calmed and Being early gives you time to get calmed and

mentally ready for class.mentally ready for class.6.6. Regularly arriving late to class signals a level Regularly arriving late to class signals a level

of disrespect—whether you mean to send that of disrespect—whether you mean to send that signal or not. signal or not.


Participation EaseParticipation Ease conversing conversing with your instructorwith your instructor

1.1. Could you give an example of _______?Could you give an example of _______?2.2. I got confused when the book said____. I got confused when the book said____.

Could you help me understand ______?Could you help me understand ______?3.3. Could you say that one more time?Could you say that one more time?4.4. Yes, I will volunteer.Yes, I will volunteer.5.5. Be an active listener—when you are Be an active listener—when you are

attentive it communicates your desire to attentive it communicates your desire to learn to the instructor.learn to the instructor.


Missed class?Missed class?

Quick responses around the class Quick responses around the class

What should you do when you What should you do when you miss class?miss class?


Classroom EtiquetteClassroom Etiquette

1.1. Golden Rule:Golden Rule: In everything, do to others as you would In everything, do to others as you would have them do to you. have them do to you.

2.2. Harry Gentler, ethics researcher states: Harry Gentler, ethics researcher states:

““The golden rule is best interpreted as saying: The golden rule is best interpreted as saying: ‘Treat ‘Treat others only in ways that you’re willing to be treated others only in ways that you’re willing to be treated in the same exact situation.’”in the same exact situation.’”

Web resource:Web resource:((http://www.jcu.edu/philosophy/gensler/goldrule.htmhttp://www.jcu.edu/philosophy/gensler/goldrule.htm, 2009), 2009)


More on the Golden Rule from Harry GentlerMore on the Golden Rule from Harry Gentler

3.3. ““To apply it, you’d imagine yourself in the exact To apply it, you’d imagine yourself in the exact place of the other person on the receiving end place of the other person on the receiving end of the action.”of the action.”

4.4. ““If you act in a given way toward another, and If you act in a given way toward another, and yet are unwilling to be treated that way in the yet are unwilling to be treated that way in the same circumstances, then you violate the same circumstances, then you violate the rule.”rule.”

How does this apply to our classroom?How does this apply to our classroom?


Classroom Etiquette Classroom Etiquette continuedcontinued

5.5. Both instructors and students in a classroom Both instructors and students in a classroom have rights and responsibilities.have rights and responsibilities.

6.6. Both should respect the other and treat them Both should respect the other and treat them with common human reverence.with common human reverence.

7.7. Both should do all they can do to help the Both should do all they can do to help the educational process achieve its maximum educational process achieve its maximum effectiveness.effectiveness.

8.8. Both should help the classroom truly become Both should help the classroom truly become an environment for learning by all present.an environment for learning by all present.

9.9. Make an effort to be responsibly and Make an effort to be responsibly and respectfully engaged. respectfully engaged.


Cell Phone EtiquetteCell Phone Etiquette

1.1. Turn your cell phone to silent mode before you Turn your cell phone to silent mode before you enter class.enter class.

2.2. Vibrate mode can be distracting too. Vibrate mode can be distracting too. 3.3. NEVER answer your cell phone in class, nor text. NEVER answer your cell phone in class, nor text. 4.4. Expecting an emergency call? Discuss this with Expecting an emergency call? Discuss this with

your instructor, use vibrate mode, and leave the your instructor, use vibrate mode, and leave the classroom for the call. classroom for the call.

5.5. If by accident your phone rings, quickly apologize If by accident your phone rings, quickly apologize as you send the call to voicemail. After class, as you send the call to voicemail. After class, you can send a quick email to your professor to you can send a quick email to your professor to apologize for your gaffe. apologize for your gaffe.


NeedNeed to leave early? to leave early?

Let your instructor know in advance Let your instructor know in advance and sit near the door to make less and sit near the door to make less of a disturbance when leaving. of a disturbance when leaving.


Expectations for Expectations for Classroom InteractionClassroom Interaction

1.1. Be prepared to answer questions, and expect to be Be prepared to answer questions, and expect to be called upon.called upon.

2.2. Expect to participate in group problem solving.Expect to participate in group problem solving.3.3. Avoid side conversations—it distracts others more than Avoid side conversations—it distracts others more than

you realize. you realize. 4.4. It is preferable to ask the instructor if you have a It is preferable to ask the instructor if you have a

question. question. 5.5. If one person is confused, there are probably a half If one person is confused, there are probably a half

dozen other people who are also equally confused but dozen other people who are also equally confused but afraid to admit it. Be the first to ask for help.afraid to admit it. Be the first to ask for help.


Expectations for Expectations for

Classroom InteractionClassroom Interaction continuedcontinued

6.6. Normally, raising a hand suffices to draw the Normally, raising a hand suffices to draw the attention of the instructor to ask a question. attention of the instructor to ask a question.

7.7. If the instructor is face-to-face with the If the instructor is face-to-face with the blackboard, gently say: “Question.”blackboard, gently say: “Question.”

8.8. Every student in the class has equal rights in Every student in the class has equal rights in the class. Let everyone contribute to the the class. Let everyone contribute to the discussion.discussion.

9.9. Have a lot of questions? Consult with the Have a lot of questions? Consult with the instructor during office hours.instructor during office hours.


CLASSROOM ETIQUETTECLASSROOM ETIQUETTE Illustrated EditionIllustrated Edition

http://www.longwood.edu/staff/hardinds/Chttp://www.longwood.edu/staff/hardinds/Courses/Etiquette%20Illustrated/EtiquIll.htmourses/Etiquette%20Illustrated/EtiquIll.htm

CLASSROOM ETIQUETTECLASSROOM ETIQUETTE

http://www.longwood.edu/staff/hardinds/Chttp://www.longwood.edu/staff/hardinds/Courses/Etiquette%20Illustrated/EtiquIll.htmourses/Etiquette%20Illustrated/EtiquIll.htm

(Link to humorous message on link above)(Link to humorous message on link above)


Adjust Your Self-Talk Too!Adjust Your Self-Talk Too!

How will you How will you adjustadjust your self-talkyour self-talk to: to:

Prepare for class:__________________Prepare for class:__________________

Get there early:____________________Get there early:____________________

Participate:________________________Participate:________________________


Would your instructors write a Would your instructors write a good reference letter for you?good reference letter for you?


Learning StylesLearning Styles & & Teaching ModesTeaching Modes

1.1. Reading Reading

2.2. WritingWriting

3.3. ListeningListening

4.4. SpeakingSpeaking

5.5. VisualizingVisualizing

6.6. ManipulatingManipulating

7.7. LecturingLecturing

8.8. Visual PresentationVisual Presentation

9.9. Group CollaborationGroup Collaboration

10.10. ManipulatingManipulating

11.11. ReadingReading

12.12. WritingWriting

SurveySurvey Raise your hand for top 3 learning styles. Raise your hand for top 3 learning styles.


See Exercise 4-3: See Exercise 4-3: Your instructor’s teaching mode Your instructor’s teaching mode

1.1. Using the teaching mode checklist in the Using the teaching mode checklist in the chapter, what are my teaching modes?chapter, what are my teaching modes?

2.2. Compare your own preferred learning Compare your own preferred learning style with my teaching modes. style with my teaching modes.

Discussion QuestionDiscussion Question How do we match How do we match up?up?


Active Participation in Class Takes on Active Participation in Class Takes on Many FormsMany Forms

You are urged to make the most of your You are urged to make the most of your preferred learning style . . .preferred learning style . . .

but you are also urged to develop your less but you are also urged to develop your less preferred learning styles. preferred learning styles.

Find ways to cope with apparent “mismatches” Find ways to cope with apparent “mismatches” between learning styles and teaching modes. between learning styles and teaching modes.


Making a Comeback Making a Comeback When You Need toWhen You Need to

1.1. Think about:Think about:• something you gave up on and wish you hadn’t something you gave up on and wish you hadn’t OROR• something you almost gave up on but that you’re something you almost gave up on but that you’re

now glad you didn’tnow glad you didn’t

2.2. Tell your neighboring classmate how you “stuck Tell your neighboring classmate how you “stuck it out” (or wish you had). it out” (or wish you had).

You have the potential to succeed in college, and if You have the potential to succeed in college, and if you don’t work at it, you usually regret it. you don’t work at it, you usually regret it.


Experiencing trouble with coursework?Experiencing trouble with coursework?

1.1. What corrective measures can you take?What corrective measures can you take? Talk to your instructor.Talk to your instructor. Get tutoring or other learning assistance.Get tutoring or other learning assistance. See a college counselor to determine needed See a college counselor to determine needed

assistance.assistance. Stop and re-examine your time and preparation Stop and re-examine your time and preparation

efforts and create a plan to help you achieve your efforts and create a plan to help you achieve your education goals.education goals.

2.2. You won’t regret taking corrective action as You won’t regret taking corrective action as soon as possiblesoon as possible..


Outside the Classroom: Outside the Classroom: Try out what you learned in class.Try out what you learned in class.

Small Group ExerciseSmall Group Exercise Quick Quick

List as many things as you can think of List as many things as you can think of that you can do to apply what you are that you can do to apply what you are learning and make it part of your learning and make it part of your repertoire.repertoire.


Instruction ends in the school-Instruction ends in the school-room, but education ends room, but education ends

only with life.only with life.

——Frederick W. RobertsonFrederick W. Robertson

Practice is the best of all instructors.Practice is the best of all instructors.——Publilius SyrusPublilius Syrus


Key Chapter PointsKey Chapter Points

1. Prepare, attend, and succeed.

2. Going into class having done the homework and ready to learn more makes you feel sharper and in control.

3. Using the Golden Rule as a guide to your behavior creates a positive learning environment for all.


Key Chapter PointsKey Chapter Points continuedcontinued

4. The more learning styles you master, the more ways you have to learn.

5. Find ways to apply classroom learning outside the classroom to reinforce your knowledge and skills.

6. In the event that you did not put your best foot forward in college, take corrective action immediately to make a comeback.

7. Seek help from your college’s student support services as soon as you see you need help. They want to help.


Success is more than just showing up!Success is more than just showing up!


I am still I am still learning.learning.—Michelangelo—Michelangelo

Copyright © 2010 by Tapestry Press, Ltd. Chapter 4 Making the Classroom Work for You.

Documents

Transcript of Copyright © 2010 by Tapestry Press, Ltd. Chapter 4 Making the Classroom Work for You.