Effective Classroom Management

Examining the Unexamined: Why Do Students Procrastinate?

“Even with years of teaching experience since then [grad school TA experience], there were still areas of my pedagogy that remained as they always had been—unexamined and essentially running on autopilot.” So writes Kevin Gannon in an excellent piece on redesigning his exams (Chronicle of Higher Education, March 6, 2017). I appreciate the honesty of his admission and suspect it resonates with many of us.

Some of what’s unexamined in the practice of many faculty are what seem like intractable problems—say cramming and procrastination. Students have procrastinated for decades—some of us did when we were students and a few (?) of us still do. It’s a perennial problem for anyone who teaches, there can’t possibly be a solution or someone would have come up with it by now. In fact, that was basically the conclusion of a colleague who wrote to me recently. “My students procrastinate. It compromises the quality of their work and diminishes what they learn, but I’ve come to accept it as a given.”

Maryellen Weimer, PhD November 15, 2017

‘Prof, I Need an Extension …’

Student excuses—don’t you feel as though you’ve heard them all? “My Dad’s in the hospital.” “I’ve been sick with the flu.” “My computer hard drive crashed.” How often do students offer truthful excuses? “The assignment turned out to be way harder than I anticipated and I’ve simply run out of time.”

Adjudicating student excuses does take the wisdom of Solomon and more time and creativity than most teachers have. Some years back a faculty member wrote in this newsletter that when students reported they were absent from class or late with a paper because a grandparent had died, she sent a sympathy card to the family. Great idea but time-consuming to implement.

Maryellen Weimer, PhD November 3, 2017

what does student entitlement look like?

How Should We Respond to Student Entitlement?

I discovered some good literature on the student entitlement topic while preparing for the Magna Online Seminar program I’m presenting later today. Among the content areas addressed in the literature are: what entitlement is, what attitudes and beliefs are indicative of it, what’s causing it, whether it’s a recent phenomenon, how it can be measured, and what those measurements reveal. But something crucial is missing: how should faculty respond. Some sources offer hints, but I did not find any good, substantive advice. This post then is an attempt to start the conversation and to invite your insights and suggestions for dealing with these troublesome attitudes and beliefs.

Maryellen Weimer, PhD October 18, 2017

Moving from Silos and Burnout to Community and Engagement

“Do more with less.” Wherever this phrase is expressed—at a private liberal arts school facing declining enrollments, a large research institute facing decreased support from state budget appropriations, a large corporation facing decreasing fourth quarter profits, or a government entity facing budgetary cutbacks—in each case, the underlying force is tightening fiscal resources. What invariably follows is that employees are asked to be more creative or productive in the face of those declining resources, causing an increase in demand on one’s time and, often, feelings of burnout. While increasing workload is one factor that exacerbates the prevalence of burnout, there are several others.

Scott Gabriel, PhD October 9, 2017

Examining the Helicopter Professor Label

Here’s a comment that’s got me thinking.

Kristie McAllum writes in Communication Education, “We have created a system that simply replaces helicopter parents with helicopter professors. . . . Through our constant availability to clarify criteria, explain instructions, provide micro-level feedback, and offer words of encouragement, we nourish millennials’ craving for continuous external affirmations of success and reduce their resilience in the face of challenges or failure.”

Maryellen Weimer, PhD September 27, 2017

Student smiling and showing friend smartphone in lecture hall

Helping Students Make the Right Call on Cell Phones

Much has been written, both in Faculty Focus and elsewhere, about cell phones in the classroom. Such pieces typically break into two categories: whether to ban or not to ban, and techniques for using devices productively for educational purposes.

As helpful as those discussions are, conspicuously absent most of the time are students’ views. Do they even want their phones available in class, or are the devices simply attractive nuisances? Is a classroom without cell phones desirable from their standpoint—and if so, what would it take to achieve such an environment? Last spring, I decided to find out.

Pete Burkholder, PhD September 11, 2017

The Key Ingredients to Students’ Success in a College Course

It is very rewarding personally and professionally to teach psychology in higher education. As I reflect on teaching and working with students, I am mindful of the five key ingredients I have found to be valuable to their success in a course.

The first ingredient is creating a trusting, safe, and respectful learning environment for students to thrive. When students feel comfortable in their learning environment, they feel confident to express their ideas, ask questions, and connect with the course in a meaningful way.

Stacy Roth September 8, 2017

Temperature with both hot and cold temps

Managing Hot Moments in the Classroom: Concrete Strategies for Cooling Down Tension

We’ve all experienced that moment in the classroom when the tensions run high and the air feels as if you could cut it with a

Tasha Souza, PhD August 19, 2017

How Good Are Your Discussion Facilitation Skills?

Successfully leading and guiding student discussions requires a range of fairly sophisticated communication skills. At the same time teachers are monitoring what’s being said about the content, they must keep track of the discussion itself. Is it on topic? How many students want to speak? Who’s already spoken and wants to speak again? How many aren’t listening? Is it time to move to a different topic? What’s the thinking behind that student question? How might the discussion be wrapped up?

Maryellen Weimer, PhD August 9, 2017

Seven Bricks to Lay the Foundation for Productive Difficult Dialogues

There are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned but did not go particularly well; in-class hot

Annie Soisson, EdD August 1, 2017

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