In the fifth installment of a six-part series on building student engagement today’s teaching tips focus on strategies for improving classroom interactions.
In this, the fourth article in a six-part series on building student engagement, I offer specific suggestions for what to do in the classroom get your students interested and excited about your course.
In previous articles I’ve offered effective teaching strategies for building student engagement by setting the tone with the syllabus and first classes. Today we move to the general classroom atmosphere. The following suggestions will help you build an atmosphere of constant engagement, passion and learning.
In yesterday’s post I provided tips on how to use the syllabus to build student engagement. In this article I offer some suggestions on how to get students involved in the first few classes to ensure a more engaging course throughout the semester.
Sleeping during class. Spotty attendance. Cell phone misuse. Provocative clothing. Combative behavior. These are just some of the classroom management challenges faculty may see on a regular basis. What’s the best way to respond? […]
The sheer volume of content faculty members are responsible for teaching is enormous, but being an effective educator takes much more than the mastery and delivery of material. It requires unique skills and knowledge that most new higher education instructors were never trained in. For newcomers, the challenges can seem overwhelming. […]
Sometimes we get into it with students. Most often it involves grades, exams, and excuses. And most often, at least from our perspective, the students don’t have a case. The grade is fair, the exam contains predictable content, and the offered excuse is lame. We dismiss the complaint and deny that a problem exists. And most of the time we are right, at least from our perspective. But how do these conflicts look from the student side?
Many of my students wait until they are in academic trouble before they seek help. By then, they are often in too deep to be retrieved. At the beginning of the semester, I’ve always tried to encourage students to know what support services are available to them. “Find help before you need it!” I tell them. But often times this advice is either completely ignored or stored for use when it’s too late. How could I convince students to heed my advice? I needed a more creative approach…
“You will submit three projects.” “I expect regular participation.” “You must attend class.” “Students bear sole responsibility for ensuring that papers…submitted electronically to the professor
Sometimes we (or our colleagues) don’t always deliver material in ways that expedite note-taking. We may not be able to take class time for a session on note-taking but all of us can probably find time to distribute a handout that students might find helpful. Consider this one, a slightly condensed and modified version of material that appears in the reference below. These are research-based recommendations…
