Classroom Management

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The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.

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Abstract: Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try—and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots.

Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning.

Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem—they will have become better educators all around. (From the Publisher)

Table Of Content:
Introduction

Part One - Building A Theory of Cheating
ch. 1 Who Cheats - and How Much?
ch. 2 Case Studies in (the History of) Cheating
ch. 3 "Fudging" Learning Environments

Part Two - The (Nearly) Cheating-Free Classroom
ch. 4 Fostering Intrinsic Motivation
ch. 5 Learning for Mastery
ch. 6 Lowering Stakes
ch. 7 Instilling Self-Efficacy

Part Three - Speaking About Cheating
ch. 8 Cheating on Campus
ch. 9 On Original Work
ch. 10 Responding to Cheating
ch. 11 Cheating in Your Classroom

Conclusion: The Future of Cheating
Notes
Acknowledgments
Index

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University of Minnesota’s Writing Center provides this index with definitions, advice, handouts, and resources.

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Good outline of what to expect when dealing with an emotionally intense issue, and how to structure and lead class so as to increase learning. Applicable beyond the specifics of the 9/11 terrorist attack.

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From Vanderbilt Univeristy: The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expect them to contribute to the learning process. Links to: The Inviting Classroom; Course Expectations and Requirements; Additional Resources; Summary Checklist

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Two-page PDF on the Indiana University website with seven quick tips on improving communication with culturally diverse students. Examples: learn names; listen; and limit unclear language.

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This paper argues that instructors can enhance the effectiveness of oral instruction through attention to both the verbal and nonverbal aspects of their teaching. After defining and offering 2 means of achieving effective speaking, the paper discusses how lecturers should analyze their delivery, and makes 32 recommendations for improving delivery, focusing on vocal problems, positive vocal strategies, use of body, and positive body delivery characteristics. Finally, the paper offers suggestions for putting the 32 recommendations into practice, specifically discussing identification of problems, delivery style, mental focus, and preparation. Fourteen references are attached.

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(Text not available on web.)
Reviews purposes of teacher questions, types of questions, strategies for questioning, tactics for fielding student responses,and tactics for fielding student questions.

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In the cooperative controversy technique, two opposing sides are clearly drawn over a single issue, and learners on both sides cooperate to understand both sides and arrive at a personal position. Students respond enthusiastically to the exercise, are helped in exploring emotional responses to issues, and learn how, not what, to think. (MSE)

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Learning students’ names may seem trivial but helps with two kinds of interactions that make a significant difference in students’ undergraduate experience: faculty-student interaction and student-student interaction

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Based on experimental research of effective speaking, this article reviews: what is effective lecture delivery; how lecturers can analyze their classroom delivery; and how lecturers can improve their classroom delivery. Idea Paper no. 14, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

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The research discussed in this article looked at the impact of students having laptops in class that were being used for non-course related tasks, such as surfing the web.

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While there is much available research and theory about learning and motivation, until now there has been no resource that translates esoteric findings into everyday language and examples that can be readily applied in college classrooms. This book brings the findings and theories of educational psychology to classroom faculty, helping them to adopt a scholarly approach to understanding their students' learning problems. (From the Publisher)

Table Of Content:
Preface

ch. 1 My Attempt to Motivate You to Learn About Learning.
ch. 2 Helping Students Learn the Content.
ch. 3 Helping Students Understand.
ch. 4 Helping Students Develop Skills, Including Intellectual Skills.
ch. 5 Helping Students Retain and Use What They've Learned in Other Settings.
ch. 6 Helping Students Help Themselves.
ch. 7 Motivating Students to Learn.
ch. 8 What to Do About Individual Differences in Learning.
ch. 9 Putting It All Together.

Appendix: The Theories in a Nutshell.
Bibliography.
Index.

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One page Teaching Tactic: dealing with emotional outbursts or rude student behavior.

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This paper discusses how the growth of technology and its impact on our communication paradigm requires a deconstruction of power and authority in the classroom. It exposes the ways in which faculty expertise in content in a technological environment, that is, being the most skilled and competent computer user in the classroom, negatively informs our understanding of classroom authority and teaching success. It argues that a creative problem-solving process is a more useful measure of successful teaching and calls for flexible pedagogies that focus on community-building while maintaining clear conceptual and theoretical frameworks. This paper also provides a case study of the author's approach to altering classroom authority by examining, for example, such practices as teaching multiple courses concurrently, eliciting student voice, discussing course pedagogy in the classroom, involving students in decision-making about grading and deadlines, giving students peer teaching responsibilities, and focusing on consensus as the classroom decision-making process.

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A large website that spotlights reflective Harvard University instructors using instructional moves (high-leverage teaching strategies) applicable to multiple settings and grounded in teaching and learning research – in 3 general areas: Building Community, Lecturing Interactively, Facilitating Discussions. Moves are anchored in videos showcasing classrooms from across the university. The videos, which combine class footage with reflections from instructors and students, are supplemented by relevant research on the move’s efficacy, tips for enacting this move in diverse settings, and related resources that facilitate deeper exploration.

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This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students are experienced in structured dialogue practices – including being comfortable in a state of intellectual “wobble” – is one more apt to be able to engage with, and more likely to benefit from, disruptive events.

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Changes in instructional paradigms are leading to changes in the way student achievement is tested, including group testing, online testing and authentic testing. This issue discusses the theory and practice of these new forms of testing and offers practical suggestions for instructors considering their use. (From the Publisher)

Table Of Content:
ch. 1 Introduction: Faculty and student classroom improprieties (John M. Braxton, Alan E. Bayer)
ch. 2 Sociological explanations for faculty and student classroom incivilities (Nathaniel J. Bray, Marietta Del Favero)
ch. 3 Dynamics of gender, ethnicity, and race in understanding classroom incivility (Mia Alexander-Snow)
ch. 4 Incidence and student response to faculty teaching norm violations (John M. Braxton, Melinda Rogers Mann)
ch. 5 The influence of teaching norm violations on the welfare of students as clients of college teaching (John M. Braxton, Alan E. Bayer, James A. Noseworthy)
ch. 6 Toward a code of conduct for undergraduate teaching (John M. Braxton, Alan E. Bayer)
ch. 7 Student norms of classroom decorum (Timothy C. Caboni, Amy S. Hirschy, Jane R. Best)
ch. 8 Effects of student classroom incivilities on students (Amy S. Hirschy, John M. Braxton)
ch. 9 Promulgating statements of student rights and responsibilities (Alan E. Bayer)
ch. 10 Conclusions and recommendations: Avenues for addressing teaching and learning improprieties (Alan E. Bayer, John M. Braxton)
Appendix: Description of research methods and analyses

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The best way to ensure that all of your students feel comfortable is to explore ways to foster an open, safe environment for all students, while learning more about the varied backgrounds and experiences that your students bring to your classroom.

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Teachers can convey their ideas more powerfully if they take time to improve their presentation skills. The Act of Teaching , Nancy Houfek, Head of Voice and Speech for the American Repertory Theatre at Harvard University, leads a workshop that stresses the importance of communication with the whole self in order to reach an audience. Throughout the workshop, she introduces participants to the same techniques that actors use to prepare and deliver a performance, including warm-ups, relaxation, strengthening, and visualizing exercises.

In Part I, Theater Techniques for Classroom and Presentation, Houfek focuses on overcoming stage fright, knowing your objectives, and "landing your message." In part II, Physical and Vocal Exercises , she leads teachers through 20 minutes of exercises specifically designed to prepare them for the physical challenges of the classroom, beginning with "Waking Up the Body," and moving to vocal warm-ups that treat the voice as an instrument requiring care. Together, these techniques and exercises present a new set of resources that greatly broaden the avenues we customarily use in communicating with colleagues and students.

An illustrated guide to exercises is included ad a PDF.
(From the Publisher)

Table Of Content:
Part I: Theater Techniques for Classrooms and Presentations

Part II: Physical and Vocal Exercises

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There is no pedagogical philosophy or technique that ensures the emergence of genuine community in the religious studies classroom. But teachers can engage in activities that create the conditions for community and student transformation. Among these is strategic self-disclosure – the practice of revealing one's own orientation toward a subject matter, a discipline, or the institutional context in which teaching and learning take place. But strategic self-disclosure is not without risks. It can permanently alter the classroom environment and may tap into the teacher's insecurities. The author explores these matters by analyzing a remarkable teaching experience in which community happened.

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In this essay I propose that using online tools to connect geographically-separated classrooms for real-time collaborative learning experiences may effectively develop intercultural competency in the religious studies classroom. I explore personal examples from several international and inter-institutional collaborations with Jacques Derrida's reflections on hospitality to explain how using online tools in this way productively puts into question conventions about place, host, and guest. This engagement of students in collaboration with others beyond their classroom is effective because it takes the focus of learning past facts students might learn towards how they are communicating to learn.

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Some advice from students on striking the right balance between friendly and strict.

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Professors articulate appropriate classroom participation practices.

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Classroom polling system. Similar to Clickers but cheaper. Each student gets a unique barcode – a paper clicker. Students answer questions by showing their barcodes to the teacher's smartphone. The teacher gets a real-time bar graph and the data is stored individually by student.

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Simple way to gather polling information in the classroom. Works with Twitter, text, or web.

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Common faculty concerns about implementing student-centered learning are discussed, and useful techniques for addressing them are offered. Issues include budgeting in-class activity time, losing control of the class, uncompleted assignments, student understanding of open-ended problems, student dislike or abuse of group work, and helping at-risk students become involved.

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The ARCS model of motivational design consists of a set of categories of motivational concepts and strategies that are derived from a synthesis of the research on human motivation combined with a review of successful motivational practices. This article provides an overview of the model and cites further research.ARCS stands for attention, relevance, confidence, and satisfaction.

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In order to expect students to work effectively, we need to plan purposeful activities that will enable students to build community and rapport with each other.

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Almost akin to the “first date,” the first day of class is critical both for students and for faculty.

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The first day of class is important for establishing a positive climate for the rest of the semester. This post discusses ideas for sharing and creating enthusiasm for the subject matter, setting expectations, involving learners quickly, and developing positive relationships

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Research shows that an oppressive classroom environment impairs learning and academic performance for students with oppressed identities. Less research examines faculty perceptions of their classroom, but such research could reveal whether an oppressive environment impairs teaching effectiveness Although the literature shows that women faculty of color spend a disproportionate amount of time teaching, researchers have not systematically examined their classroom experiences. My study relies on transcripts of 17 in-depth interviews with women faculty of color at a large, predominantly white research institution. Despite their legitimate authority as professors, these women describe gendered racism in their classroom interactions with students. Specifically, they depict white male students as challenging their authority, teaching competency, and scholarly expertise, as well as offering subtle and not so subtle threats to their persons and their careers

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Abstract: The death of a student, especially to gun violence, is a life-changing experience that occurs with more and more frequency in America’s schools. For each of these tragedies, there is a classroom and there is a teacher. Yet student death is often a forbidden subject, removed from teacher education and professional development classes where the curriculum is focused instead on learning about standards, lesson plans, and pedagogy. What can and should teachers do when the unbearable happens? An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. This book weaves the story of the author’s very personal experience of a student’s fatal shooting with short pieces by other educators who have worked through equally terrible events and also includes contributions from counselors, therapists, and school principals. Through accumulated wisdom, educators are given the means and the resources to find their own path to healing their students, their communities, and themselves. (From the Publisher)

Table Of Content:
Acknowledgments
Prologue: A Teacher Holds on to a Dying Student

Introduction

ch. 1 Improvising
ch. 2 The Mystery - The Literacy of Loss: Youth Creation of RIP T-Shirts (Lanette Jimerson)
ch. 3 Taking Care of the Caregivers - 1/30. Bloodroot. After Tupac (Molly Raynor)
ch. 4 Wrong Steps - Notes on a Classroom Responding to the Death of a Student (Jaimie Stevenson)
ch. 5 White Teacher
ch. 6 Good Guys, Bad Guys - On Losing Students (Crystal Laura) A Letter (David Stovall)
ch. 7 Our Worst Nightmare - Instinctually, Teachers Are Eternal Optimists (Lee Keylock)
ch. 8 Mortality in Its Many Forms - Losing Kyle—Automobile Accident (Hasmig Minassian) Remembering Angél (Godhuli Bose)
ch. 9 Teacher Education - Addressing the Issue in the Academy (Leora Wolf-Prusan) Youth Poetry Teacher: Losing a Student and a Friend (Donte Clark)
ch. 10 What Schools Can Do

Afterword: From the Counselor and Therapist (Cori Bussolari)
References
Index
About the Author

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When Race Breaks Out is a guide for instructors who want to promote more honest and informed conversations about race and racism. Based on the author's personal practice and interviews with students and faculty from a variety of disciplines, this book combines personal memoirs, advice, teaching ideas, and lively stories from college classrooms. A unique « insider's guide to the main ideas, definitions, and opinions about race helps instructors answer students' questions and anticipate their reactions, both to the material and to each other. An annotated bibliography of over 150 articles, books, and videos with recommendations for classroom use is also included. (From the Publisher)

Table Of Content:
Introduction to the Second Edition
Introduction

ch. 1 Starting With Ourselves: Telling Our Stories About Race
ch. 2 Insider's Guide Part I: Race, Ethnicity, and Identity
ch. 3 Insider's Guide Part II: Discrimination, Racism, and Race Hatred
ch. 4 Classroom Confrontations
ch. 5 Having a "Civil Conversation"
ch. 6 Start With Students Where They Are: While Student Reactions
ch. 7 Mixing It Up: Reactions of Students of Color
ch. 8 Exercises, Assignments, and Advice

Annotated Resources and More Ideas for Assignments and Discussions
Appendix: Critical Incidents for Faculty Discussion
Bibliography

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Abstract: A timeless book of lessons on mentorship, teaching, and learning from New York Times bestselling author Tim Gunn, host of the Emmy Award–nominated Project Runway and the reality show Under the Gunn.

Tim Gunn, America’s favorite reality TV cohost, is known for his kind but firm approach in providing wisdom, guidance, and support to the scores of design hopefuls on Project Runway. Having begun his fashion career as a teacher at Parsons The New School for Design, Tim knows more than a thing or two about mentorship and how to convey invaluable pearls of wisdom in an approachable, accessible manner.

While Gunn’s Golden Rules showcased Tim “as life coach,” imparting lessons based on his personal experiences, Tim Gunn: The Natty Professor will focus on Tim “as teacher.” Divided into sections on common themes—leadership, curiosity, diversity, understanding, empathy—this practical, timely book takes us on a journey through life lessons and uses Tim’s own personal experiences, from the classroom to the therapist’s office, to illustrate larger concepts. Each chapter will end with a “life assignment,” where Tim challenges you to apply the lessons you’ve learned in practical mentoring or teaching situations. (From the Publisher)

Table Of Content:
Introduction: My T.E.A.C.H. Philosophy

I. Truth Telling
ch. 1 Life as a New Teacher
ch. 2 The Under the Gunn Workroom
ch. 3 The Lifetime Upfronts
ch. 4 Classroom Critiques
ch. 5 The Admission Office
ch. 6 My First Parsons Fashion Class
ch. 7 Repositioning the Parsons Fashion Design Program
ch. 8 The Cooper Hewitt National Design Museum Teen Fair
ch. 9 The Faculty Lounge
ch. 10 Test Day

II. Empathy
ch. 11 Project Runway Home Visits
ch. 12 Jury Duty
ch. 13 The Supermarket
ch. 14 Shopping at Mood
ch. 15 Church
ch. 16 Speaking Engagements
ch. 17 Reading Online Comments
ch. 18 Navigating Academic Politics
ch. 19 My Therapist’s Office

III. Asking
ch. 20 Meeting New People
ch. 21 On the Talk Show Couch
ch. 22 Around the Neighborhood
ch. 23 Registration Day
ch. 24 Teacher Evaluations ( and the Three Types of Bad Teacher)
ch. 25 My Senior Show
ch. 26 Out in Nature
ch. 27 The Library
ch. 28 The Barnes Collection
ch. 29 The Metropolitan Museum of Art
ch. 30 Playing with Lego Bricks
ch. 31 Clothes Shopping

IV. Cheerleading
ch. 32 Dinners Out
ch. 33 On Vacation
ch. 34 Shooting a Scholastic Webisode
ch. 35 At the Movies
ch. 36 Taping Guide to Style
ch. 37 Project Runway Auditions
ch. 38 Competing on Hollywood Game Night

V. Hoping For The Best
ch. 39 Going Down to the Runway
ch. 40 Disciplinary Hearings
ch. 41 Giving Final Grades
ch. 42 Awards Ceremonies
ch. 43 School Visits

VI. Take Aways
ch. 44 Five Fast Ways to Learn Something New Right Now
ch. 45 T.E.A.C.H. Book Clubs

Acknowledgments
Notes

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This book captures TE's approach to successful group facilitation, which works in many different environments with both youth and adult groups of all kinds. Contains more than 300 interactive exercises and explains how to use them within a meeting structure that's bound to get the results your group needs! Find out more at MovingBeyondIcebreakers.org: See excerpts from the book, see what people have said about it, and order online.

TE has 10 short videos posted on YouTube that illustrate how we work interactively to engage groups of youth and adults. See exercises in action from Moving Beyond Icebreakers!

- Concentric Circles
- Make It Up: Paper Chase
- Wordstorm
- Evaluation
- The Human Knot
- Name Wave
- Warm-up Questions
- Bag Toss
- Zip Zap Zup with Foot-Stamp
- Wind Blows with Word
(From the Publisher)

Table Of Content:
Part I: A Methodology for Interactive Meetings
Introduction
Who Is This Book for?
Beyond Icebreakers: The Interactive Meeting Format
Does This Work with Adults?

ch. 1 Why Use Interactive Methods?
Building Relationships and Bringing a Group to Life
Increasing the Group's Understanding of and Investment in its Mission
Scenario 1: Connecting to the Mission
Surfacing Dissension & Building Strong Agreement for Effective Action
Surfacing and Resolving Dysfunctional Group Dynamics
Scenario 2: Interaction Surfaces Group Issues

ch. 2 Working into Interaction
The Bare Minimum for Meetings
Steps toward Interaction

ch. 3 Coping with Resistance and Fear of Failure
From the Group
From Yourself
From the Top
Scenario 3: Resistance from an Authority Figure
The Resistance Diagram
Scenario 4: Resistance Breeds Resistance
Resistance is Forever

ch. 4 The Interactive Meeting Format
A Note about Processing
Preparation
Format Overview
Table 1: The Six-part Interactive Meeting Format
The Sections in Detail
The Introduction
The Names/Warm-up Section
Table 2: Guidelines for Designing the Names/Warm-up Section
Scenario 5: Processing a Warm-up Question
The Springboard Section
Scenario 6: Balancing Tasks and Group Issues
The Work Section
The Summation
The Evaluation

ch. 5 Interactive Meetings: Making Them Work
Arranging the Setting
The Ideal Setting
The Less-than-Ideal Setting
Designing the Agenda
Clearly Identify the Purposes of the Meeting
Be Aware of Individual and Group Dynamics
Choose Appropriate Exercises
Be Aware of Risk
Be Subtle
Keep Your Designs Fresh
Scenario 7: A Small Change Creates a Fresh Experience
Create Your Own Exercises
Scenario 8: Using a Familiar Experience
Take It Slow
Keep It Simple
Be Inclusive
Facilitating the Meeting
Remain Aware of Your Purpose
Give Good Instructions
Observe the Group's Dynamics
Know When to Participate and When to Observe
Enjoy Yourself
Don't Panic if What You Planned Doesn't Work
Processing the Exercises
Format for Processing
Be Aware of Resistance
How Much Processing Is Enough?
Scenario 9: Three Ways to Process Pair Tag
Use Subtlety in Processing
Scenario 10: Subtle Processing of a Warm-up Question
Making It Work for the Long Term
Be Consistent
Evaluate Your Work
Some Final Thoughts about Facilitation
Template for Planning an Interactive Agenda

ch. 6 Putting It Together
The Super Exercises
Exercises with Movement
The Agendas
Agenda 1. A Meeting to Begin Taking Action
Scenario 11: First Meeting of an Action-Oriented, Ongoing Group
Agenda 2: A Drug and Alcohol Abuse Prevention Workshop
Agenda 3: Evaluating an Event
Agenda 4: A Workshop on Personal Goal-Setting
Agenda 5: A Routine Staff Meeting
Agenda 6: Freshman Orientation: Small Group Agenda
Agenda 7: High School Senior Class Meeting

ch. 7 The Engaged Learner: Interactive Methods in the Classroom
Achieving Important Goals through Interaction
Preparing to Create an Interactive Lesson Plan
The Setting
Components of the Interactive Lesson Plan
Introduction
Name Exercises
Warm-up Questions
Table 3: Warm-up Questions for Specific Learning Goals
Springboard Exercises
Work Section
Summation
Evaluation
Frequently Asked Question
Interactive Lesson Plan: Themes in George Orwellas Animal Farm
Interactive Lesson Plan: Introducing Percentages
Creating Springboard or Work Exercises
There, Their, They're Tag (Homonym Tag)
Pop It Into Place
Scenario 12: A Lesson Plan for Dealing with Test Anxiety
Template for Interactive Lesson Plans

ch. 8 Choosing Exercises to Serve Your Goals - Exercises listed according to the goals they can help your group to meet:
Interconnection
Focus
Introspection
Communication
Trust
Surfacing Group Dynamics
Group Problem Solving
Personal Problem Solving
Leadership
Organizing
Planning
Different Perspectives
Cultural Awareness
Creativity
Visual Arts
Acting
Reinforcing Information
Learning Names
Reinforcing Names

Part II: Interactive Exercises
ch. 9 Name Exercises - Seventeen exercises to help people learn each other's names

ch. 10 Warm-up Questions - More than 180 questions in 21 categories: Beyond "Let's go around and introduce ourselves."
All-Purpose Questions
Time
Personal and Work Goals
Remembering Your Life
Relationships
Self-Analysis
Food
Entertainment
Seasons/Holidays
Community/School
This Group/Program/Organization
Ending the Group/Reflecting on Time Together
Event Planning
Event Outreach or Marketing
Theme/Message
Hypothetical
Envisioning the Future
Drugs
Stereotypes/Prejudice/Racism
Social Class
Miscellaneous

ch. 11 Five-Minute Springboard Exercises - Thirty-five exercises that a group can do in five minutes or less

ch. 12 Fifteen-Minutes-Plus Springboard Exercises - Twenty-six exercises that go more in depth

ch. 13 In-Your-Chair Springboard Exercises - Forty-three exercises the group can do without much physical movement

ch. 14 Tag-Style Springboard Exercises - Twenty-eight exercises that wake people up and generate energy

ch. 15 Springboard Exercises for Groups both Large and Small - Fifteen exercises that work with large groups, as well as small ones

ch. 16 The Rest of the Springboard Exercises - One hundred and two exercises that take between 5 and 15 minutes, require some movement (but not tagging), and work with groups of moderate size

ch. 17 Work-Section Exercises- Thirty-five exercises that provide interactive ways to do the work of your meeting or class

ch. 18 Evaluation Exercises- Seven exercises to structure the group's evaluation of its experience

Appendices
A Written Evaluation Form
B Adapting Interactive Exercises for Physical Limitations
C Words for Word Association
D Creating Visualizations

Additional Info:
Games for Actors and Non-Actors is the classic and best selling book by the founder of Theatre of the Oppressed, Augusto Boal. It sets out the principles and practice of Boal's revolutionary Method, showing how theatre can be used to transform and liberate everyone – actors and non-actors alike!

This thoroughly updated and substantially revised second edition includes:
- two new essays by Boal on major recent projects in Brazil
- Boal's description of his work with the Royal Shakespeare Company
- a revised introduction and translator's preface
- a collection of photographs taken during Boal's workshops, commissioned for this edition
- new reflections on Forum Theatre. (From the Publisher)

Table Of Content:
List of figures
Translator’s introduction to the first edition
Translator’s postscript to the second edition
Preface to the second edition: The Royal Shakespeare Company, theatre in prisons and landless peasants
Postscript – with pride in our hearts
Preface to the first edition: the fable of Xua-Xua, the prehuman woman who discovered theatre
Postscript: actors and non-actors

ch. 1 Theatre of the Oppressed in Europe

ch. 2 The Structure of the Actor’s Work

ch. 3 The Arsenal of Theatre of the Oppressed
Feeling What We Touch (Restructuring Muscular Relations)
Listening To What We Hear
Dynamising Several Senses
Seeing What We Look At
The Memory of The Senses

ch. 4 The Early Forms of the Forum Theatre

ch. 5 Forum Theatre: Doubts and Certainties: Incorporating a New Method of Rehearsing and Devising a Forum Theatre Model

ch. 6 First Experiences With Invisible Theatre

ch. 7 Artistic Creation and Divine Madness: A Meditation on Art and the Miraculous

Postscript: The Pedagogy of Fear - Theatre and the Twin Towers: An Essay After 11 September, 2001

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Nearly a hundred or more citations on the issue of students and plagiarism, especially with international students, compiled by Rebecca Moore Howard, Professor of Writing and Rhetoric at Syracuse University, and specialist in "authorship studies."

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A short essay written by a student in the 1990s who regards herself as extrovert, describing the particular qualities and experiences associated with her personal style. Posted on Mark Unno’s website, who teaches Buddhism at the University of Oregon.

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A short essay written by a student in the 1990s who regards herself as introverted, describing the particular qualities and experiences associated with her personal style. Posted on Mark Unno’s website, who teaches Buddhism at the University of Oregon.

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Megan Boler combines cultural history with ethical and multicultural analyses to explore how emotions have been disciplined, suppressed or ignored at all levels of education and in educational theory. Feeling Power begins by charting the philosophies and practices developed over the last century to control social conflicts arising from gender, class and race. The book traces the development of progressive pedagogies from civil rights and women's liberation movements to the author's recent studies of "emotional intelligence" and "emotional literacy". She concludes by outlining a "pedagogy of discomfort" that examines empathy, fear and anger to negotiate ethics and difference. Drawing on the formulation of emotion as knowledge within feminist, psychobiological and poststructuralist theories, Boler develops a unique theory of emotion from contemporary educational discourses. (From the Publisher)

Table Of Content:
Part I Emotions as a Site of Social Control
ch. 1 Feeling Power Theorizing Emotions and Social Control in Education
ch. 2 Disciplined EmotionsLocating Emotions in Gendered Educational Histories
ch. 3 Capitalizing on Emotional “Skills” "Emotional Intelligence" and Scientific Morality
ch. 4 Taming The Liable Student Emotional Literacy Curricula

Part II Emotions as a Site of Political Resistance ch. 5 A Feminist Politics of Emotion
ch. 6 License To Feel Teaching in the Context of War(s)ch. 7 The Risks of Empathy Interrogating Multiculturalism's Gaze
ch. 8 A Pedagogy of Discomfort Witnessing and the Politics of Anger and Fear

Bibliography
Author Index
Subject Index

Additional Info:
The contributors to Education for Judgement maintain that the elements of great teaching can be identified and consciously practiced. Many of the essays describe the building blocks of successful group leadership: negotiating a "contract" governing the conduct of the group; orchestrating a constructive process of questioning,listening,and responding; encouraging independent thinking; and guiding participants toward useful roles in their interaction with one another. The other chapters in the volume take a broader,more philosophical view of discussion leadership. They cover the ethical considerations of discussion teaching,the special challenges of teaching technical material using this method,and one pioneering effort ot introduce a participative mode of medical education. First-person accounts of discussion leaders' experiences provide useful insights into the joys and pitfalls of teaching by the discussion method. (From the Publisher)

Table Of Content:
Forward
Preface

Part 1 Learning and Teaching
ch. 1 Barriers and Gateways to Learning
ch. 2 Premises and Practices of Discussion Teaching

Part 2 Personal Odysseys
ch. 3 Tulips, Tinfoil and Teaching: Journal of a Freshman Teacher
ch. 4 Great Beginnings
ch. 5 Changing Ground: A Medical School Lecturer Turns to Discussion Teaching
ch. 6 Every Student Teaches and Every Teacher Learns: The Reciprocal Gift of Discussion Teaching

Part 3 Building Blocks
ch. 7 Establishing a Teaching/Learning Contract
ch. 8 With Open Ears: Listening and the Art of Discussion Teaching
ch. 9 The Discussion Teacher in Action: Questioning, Listening and Response

Part 4 Critical Challenges
ch. 10 Patterns of Participation
ch. 11 Teaching Technical Material
ch. 12 "To See Ourselves as Others See Us": The Rewards of Classroom Observation
ch. 13 Discovering the Semester
ch. 14 Encouraging Independent Thinking

Part 5..Education for Judgment
ch. 15 Having It by Heart: Some Reflections on Knowing Too Much
ch. 16 Undue Influence: Confessions from an Uneasy Discussion Leader
ch. 17 A Delicate Balance: Ethical Dilemmas and the Discussion Process

Index

Additional Info:
Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture, and Thought, the fourth title in this series, provides a conceptual basis for recognizing the classroom as an ecology of lingistic and cultural patterns that should be taken into account as part of the teacher's professional decision making. It argues that the orchestration of classroom behavior cannot be separated from the students primary culture. Chapters discuss the metaphorical nature of language and thought, primary socialization, non-verbal communication, framing and social control, the classroom as an ecology of power, culturally responsive supervision, and educating teachers for the 21st century - all from a cultural and linguistic point of view.

The authors challenge the Cartesian tradition of viewing the student as a culture-free individual, and the classroom as a problem in management. They draw on Gregory Bateson's ideas help to illuminate student behavior as a form of communication about social relationships - one that relies heavily on culturally embedded patterns - and to reveal the classroom as a mental ecology where thought processes of others are encoded in the metaphorical language used to introduce new concepts. The book emphasizes that responsive teaching involves being sensitive to how the ecology of patterns (behavior and thought) reflects cultural differences and may be a source of miscommunication and alienation. (From the Publisher)

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An essay describing how to plan for controversy in the classroom, and to teach students to think critically.

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Asserts that the relationship between students and faculty is the result of responses to a negotiated social setting. Reports on a study of 132 college students on factors that might affect class participation. Offers four recommendations for faculty to encourage student participation and responses to questions.

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An essay describing steps teachers can take to prevent “incidents” from escalating into a crisis that derails a course. Practicing effective interpersonal communication techniques can handle “hot moments” effectively.

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Focused on a biology classroom, but provides a helpful overview of the types of student resistance as well as hypotheses from other disciplines about the potential origins of student resistance. Also includes classroom strategies for preventing or addressing student resistance after it occurs. 

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Lots of creative tips for learning students’ names.

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If we take a passive view of classroom behavior, we fail in a crucial part of our role as educators: creating a democratic and effective learning environment for a diverse student body. (From the Publisher)

Table Of Content:
ch. 1. Incivility in Dyadic Teaching and Learning (Richard G. Tiberius & Edred Flak).
ch. 2. Promoting Internal Civility: Understanding Our Beliefs About Teaching and Students (Sally Kuhlenschmidt).
ch. 3. Feelings from the Back Row: Negotiating Sensitive Issues in Large Classes (Corly Petersen Brooke).
ch. 4. Students Behaving Badly in Large Classes (Elisa Carbone).
ch. 5. Strategies for Dealing with Difficult Behavior (Sally Kuhlenschmidt & Lois Layne).
ch. 6. After the Eruption: Managing Conflict in the Classroom (Susan A Holton).
ch. 7. Faculty Responsibility for Promoting Conflict-Free College Classrooms (James A. Anderson).
ch. 8. Civility, Leadership, and the Classroom (Steven M. Richardson).
ch. 9. The Prevention and Cure of Campus Disputes (Richard Hebein).

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Excellent advice and overview, with lots of links to more specific discussions.

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No matter how hard we try to guarantee that our classrooms are places in which all students feel welcome and appreciated, there is always a possibility that a discussion—particularly if it treats a sensitive or controversial topic, or touches in some way upon the identity of the students in the room—could give rise to a "hot moment," in which a student (or group of students) says or does something that threatens to rupture the social fabric you have worked to create.

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Even the most carefully prepared instructor cannot anticipate all of the unique consequences of every instructor/student interaction.

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Teachers' expectations, willingness to listen, and even choices about how to spend class time are all expressions of what they feel for their students.

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A summary of the findings of a survey of 765 students at Wright State University on what students found to be the most annoying behaviors by other students in order of importance, and tips on how to deal with those classroom annoyances!

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Research shows that "immediacy" (behavior that brings the instructor and the students closer together in terms of perceived distance) increases student learning. This web page provides lists of behaviors to create immediacy and links to further studies. .

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Click Here for Book Review
Abstract: College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

Special features include:

Vignettes from seasoned faculty that provide thoughtful reflections and advice from everyday experience.
Research-based suggestions and intervention techniques to help faculty better assess, intervene, and manage difficult behavior.
Coverage of special populations, including nontraditional, veteran, and millennial students.
Discussion of the latest laws and regulations that should affect and inform faculty’s decisions.
(From the Publisher)

Table Of Content:
Notes on Contributors
Preface
List of Abbreviations

Part I - Foundations of Classroom Management
ch. 1 Identifying the Crisis
ch. 2 What Should I be Looking For?
ch. 3 Stance and Technique
ch. 4 How to Handle an Emergency
ch. 5 Threat Assessment Core Principals

Part II - Individual Behavior in Context
ch. 6 Non-Traditional and Veteran Students
ch. 7 Millennial and African American Students
ch. 8 International and GLBTQ Students
ch. 9 Distance Learning Students
ch. 10 Mental Health in the Classroom

Part III - Community Referral
ch. 11 Communication
ch. 12 Know Your Resources, Chapter
ch. 13 Behavioral Intervention Teams (BIT)
ch. 14 From the Student Conduct Office by Laura Bennett

Part IV - Final Thoughts
ch. 15 The Most Essential Things

References
Index

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Brief overview of helpful ideas for learning and using students’ names, and why these are good teaching practices in any case.

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Brief review of things to be sure to cover the first day, an argument for the importance of establishing a personal connection and building rapport, and some suggested activities to introduce the students to each other and yourself.

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This book helps college instructors not just handle, but prevent these real-life disruptions in higher education so as to not lower learning standards. The book includes guidelines for preventive skills that respect the teaching style of the instructor/professor. Included are: concrete examples of problems and their prevention/solution; help with creating a Course Syllabus that curtails these problems; and training exercises to practice these skills. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: You Are Not Alone

A Disruptive Behavior Has Been a Major Problem in Schools K-12
B This Problem Is Now Spreading into Colleges
C Why Is This Happening?

Part I Handling College Disruptive Behaviors
ch. 1 Disruptive Behaviors in College Classrooms
Who Are These Disruptive Students? Student Categories
Disruptive Behaviors Typical of Each Student Category
Disruptive Behaviors Regardless of Student Category
Extreme Harmful/Disruptive Behaviors-Isolated and Campus-wide

ch. 2 Distinguishing "Miscalls" from Discipline Problems
An Important Distinction: Miscall vs. Discipline Problem
An Online Video Demonstration: Noticing Miscalls
Fifteen Typical Miscalls
Handling Typical Miscalls
Handling Miscalls by Student Category
Handling Students Who: Ask you to repeat; come late; leave early; whisper; bring children to class; challenge; manipulate; blurt out; can't write; are disabled
Handling Miscalls Regardless of Student Category: Students who are withdrawn; sleep; do other homework in class; demand; text message

ch. 3 Handling Discipline Problems
In-Class Disruptions: Arguments about lateness, absence, grades, racism, sexism, unfairness; calling out; monopolizing discussions, talking; constant questions; eating; being high; cell phones; verbal abuse; cheating; plagiarism
Campus-wide Disruptions: Threats; violence; carrying weapons; binge drinking; sexual assaults

Part II Preventing College Disruptive Behaviors
ch. 4 Being Congruent
What Is Being Congruent?
Online Video Demonstration on Congruence
YourSelf-Presentation
Your Course Rules/Procedures
Congruent Delivery/Teaching Methods

ch. 5 Using the Course Syllabus
Using the Course Syllabus as a "Contract"
What It Should Contain
Examples of Detailed Course Syllabi
Clarifications for Course Syllabi
Guidelines for Student Term Papers

ch. 6 Engaging Teaching Methods
Teaching Methods: Pitfalls
Repairing Pitfalls: 35 Engagement Methods

ch. 7 Strengthening Your Assertiveness
Factors that Weaken Assertiveness
Working on Your Blocks to Assertiveness

ch. 8 Legal Considerations
Search and Seizure
Weapons in Schools
Disabled Students
Dress Codes
Freedom of Speech
Conclusions
Resources

ch. 9 Training Exercises and Checklist

Part III This Book as a Handbook

Appendix A Index of Disruptive Behaviors and Their Solutions
Appendix B Questionnaire for Deans, Chairs, and Professors: Assessing Frequency/Kinds of Disruptive Behaviors
Appendix C Free Online Consultation with the Author

About the Author

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Increase student learning with an effective classroom management plan!

One of the most challenging tasks for teachers is classroom management that ensures high levels of achievement for all students. In this updated edition, Karen Bosch helps preservice and experienced teachers develop classroom management plans tailored to their specific needs and skills. She discusses a five-step process that includes introspection, classroom observation, plan development, implementation, and plan revision.

Field-tested for more than ten years, this unique book includes:

Worksheets with questions to guide each step of the process
Ample vignettes and examples
Strategies for organization, discipline, classroom operation, and instruction
Tips for working with diverse students

This excellent resource provides guidance for teachers seeking to create a positive classroom environment, plan for student-centered learning, and meet the demands of today’s classrooms. (From the Publisher)

Table Of Content:
ch. 1 Classroom management
ch. 2 Classroom management plan
ch. 3 Introspection : getting in touch with your teaching self
ch. 4 Classroom observation
ch. 5 Developing a personal classroom management plan
ch. 6 Implementing the classroom management plan
ch. 7 Revising the classroom management plan
ch. 8 Samples of effective teachers' classroom management plans