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31-10-2013

Welcome to Seminar

Traditional Methods of Teaching 1. The delivery medium is Chalk-and-Talk method, Projector. 2. In this method, students concentration fades off after 15 to 20 minutes. 3. Data presented mainly based on Lecturer Notes and Text Books. 4. More Emphasis on Theory. 5. Insufficient interaction With students in class. 6. Most of the time One way flow.

10-Effective Classroom Management Techniques Every Faculty Member Should Know


Concepts and Contents Collected from

www.FacultyFocus.com Presenting By Mr P.GopiKrishna B.Tech, M.Tech, (Ph.D), MIE, MISTE Lecturer, Engineering Department Ibra College of Technology

Motivation: Dean Letter

Traditional Methods of Teaching 1. The delivery medium is Chalk-and-Talk method, Projector. 2. In this method, students concentration fades off after 15 to 20 minutes. 3. Data presented mainly based on Lecturer Notes and Text Books. 4. More Emphasis on Theory. 5. Insufficient interaction With students in class. 6. Most of the time One way flow.

Dear colleagues, We are planning to conduct staff development workshops/seminars through out the whole semester pertaining to teaching and learning best practices. Therefore, could you please encourage your staff to come up with proposals to conduct them. Thank you and kind regards, Azzah Al Maskari, Ph.D Acting Dean Ibra College of Technology

Outline
Introduction (Traditional and Modern Teaching) Creative Ways to Start Class 3. Making a Syllabus More Than a Contract 4. Conditions Associated with Classroom Conflict 5. The Importance of Establishing Relationships 6. Those Students Who Participate Too Much 7. 10 Things to Make the First Day (and the Rest) of the Semester Successful 8. Use Stuff Happens Cards to Handle Student Excuses 9. Humor: Getting a Handle on Whats Appropriate 10. A Behavior Contract That Made a Difference 11. Preventing Cheating: Do Faculty Beliefs Make a Difference?
1. 2.

Traditional Methods of Teaching 1. The delivery medium is Chalk-and-Talk method, Projector. 2. In this method, students concentration fades off after 15 to 20 minutes. 3.Data presented mainly based on Lecturer Notes and Text Books. 4. More Emphasis on Theory. 5. Insufficient interaction With students in class. 6. Most of the time One way flow.

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Modern Methods of Teaching 1. The main concept involved in this method is 2. Student Centred Learning involves 3. Mind Mapping Techniques for theory concepts. 4. Attention Dragging Techniques

Modern Methods of Teaching 1. The main concept involved in this method is 2. Student Centred Learning involves 3. Mind Mapping Techniques for theory concepts. 4. Attention Dragging Techniques How to push the Attention Reset Button 1. Tell a story 2. Make them laugh 3. Break for Q&A 4. Get them to talk 5. Get them to write 6. Take a microbreak 7. Change somethinganything

Discussions

Modern Methods of Teaching 1. The main concept involved in this method is 2. Student Centred Learning involves 3. Mind Mapping Techniques for theory concepts. 4. Attention Dragging Techniques

Modern Methods of Teaching 1. The main concept involved in this method is 2. Student Centred Learning involves 3. Mind Mapping Techniques for theory concepts. 4. Attention Dragging Techniques i. Making notes with keywords and Images ii. Hints : BBROYGBVDW ABCDEF SMS iii. Recollecting Information

Discussions

Modern Methods of Teaching 1. The main concept involved in this method is 2. Student Centred Learning involves 3. Mind Mapping Techniques for theory concepts. 4. Attention Dragging Techniques

Jigsaw Method 10 Topics (Chapter-1)

It is s one of modern teaching technique invented by social psychologist Elliot Aronson in 1971.

2 Topics (Group-A)
A1,A2,A3,A4,A5

2 Topics (Group-B)
B1,B2,B3,B4,B5

2 Topics (Group-C)
C1,C2,C3,C4,C5

2 Topics (Group-D)
D1,D2,D3,D4,D5

2 Topics (Group-E)
E1,E2,A3,A4,A5

Expert Team-1 A1,B1,C1,D1,E1

Expert Team-2 A2,B2,C2,D2,E2

Expert Team-3 A3,B3,C3,D3,E3

Expert Team-4 A4,B4,C4,D4,E4

Expert Team-5 A5,B5,C5,D5,E5

2 Topics (Group-A)
A1,A2,A3,A4,A5

2 Topics (Group-B)
B1,B2,B3,B4,B5

2 Topics (Group-C)
C1,C2,C3,C4,C5

2 Topics (Group-D)
D1,D2,D3,D4,D5

2 Topics (Group-E)
E1,E2,A3,A4,A5

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Jigsaw Method

E.C.R.M Technique-3

3. Conditions Associated with Classroom Conflict The Jigsaw method is an efficient teaching method that encourages

Cooperation Interaction Engagement Integrating Listening , Reading , Speaking Teaching

Q. Some students disturb the class with following Openly Dislike Challenging the teachers authority Objecting to course requirements and classroom policies. More often, the conflict grows out of their carelessness and inactiveness. They arrive late, leave early, talk during class, and dont even bother to hide their boredom. What are the Remedies for these?

E.C.R.M Technique-1

E.C.R.M Technique-3

1. Creative Ways to Start Class


3. Conditions Associated with Classroom Conflict The remedies are Bear for some time , if it is still continuing Go and talk personally with affection and kindness. Expressed care towards students Communicated respect Behave Sensitively Call them personally and talk with them with humorously for some time. Maintain good and right relationship with students A Research says that, faculty who did not approach students in these ways , they have to face high level of conflict and opposition.

Review of the last class or last weeks materials. Short review of questions on any given assignment or from any class.

Jigsaw puzzles. Round table review

E.C.R.M Technique-2

E.C.R.M Technique-4

2. Making the Outcomes More Than a Contract


4. The Importance of Establishing Relationships Ask them to tell us their name and also meaning of name. Ask students to share information about their personal interests and learning preferences. Ask for written comments at the end of lectures and respond to all comments in writing and return them in the next class. Ask students to rate their understanding on a 1-to10 scale. The time we spent in building relationship will increases students motivation and commitment towards course.

Explain the significance of outcomes. Analyze / Review of the outcomes. Keep ready of suggestions/improvements in the course outcomes for updating with the time.

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E.C.R.M Technique-5

E.C.R.M Technique-6

5. Those Students Who Participate Too Much Thank or praise the student for asking questions. Talk to the whole class not only the questioner. This keeps the whole class / group involved, so that other students may respond. Tell that wait for some time , so that you (He) may get answers for some questions during lecture, unanswered question will be discussed at the end of class. It may be useful to talk privately.

9. Interest inventories are great for the first day of class. Example:

What are your goals after graduation? What has a teacher done in the past that helped you to learn ___________ ?

Is there anything else that you want me to know about you and your course of study?

10. Every good class has an introduction, a body, and a conclusion.

E.C.R.M Technique-6

E.C.R.M Technique-7

6. 10 Things to Make the First Day (and the Rest) of the Semester Successful 1. Post/write welcome, your name, course name and section on screen. 2. Write Directions, what they need to do immediately Example: Separate animation 3. When its time for class to startstart class! Late arrivals can catch up by reading the screen. 4. Brief introduction of students themselves. 5. Divide the students into groups 6. A file consisting of 25 file folders and give them name as per attendance list.

7. Use Stuff Happens Cards to Handle Student Excuses

As a teachers, we have probably heard a million times, "The dog ate my homework" or "My mom /dad / sister/brother was really sick and so I couldn't do my homework," and so forth. So many excuses, -

stuff happens cards" are the size of regular business cards used to note down student excuses and set 4 or 5 maximum excuses .

E.C.R.M Technique-6

E.C.R.M Technique-8

8. Teaching with sense of Humour : 7. Write the list of today topics. Example i. See the Screen for instructions for file and filefolder. ii. Introduction of students iii. Go over the course delivery plan. iv. Mini lecture on safety issues, college policies, test patterns, attendance rules, overall view of course outcomes v. Do this for the next class. 8. Mini Lecture

Laughter is a natural, universal phenomenon, with beneficial effects, both physical and psychological.

Everyone loves a teacher with an infectious sense of humor.

Cordial relationship. Ability to relax people and reduce tension. Cartoon pedagogy A research identified 7-different kinds of humor : Funny stories, funny comments, jokes, professional humor, puns cartoons, and puzzles.

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E.C.R.M Technique-9

The End

9. A Behaviour Contract
Classroom Ethics Contract 1. I received, read, and understand the department general syllabus for this course, including the attendance policy. 2. I understand failure to sign an attendance sheet at the appropriate time and date results in me being marked absent. 3. I verify that my professor has requested that I meet with him/her first should I have any concerns about the conduct of the course. If that meeting does not resolve the concerns, then my professor will recommend I meet with the departments lead faculty member or department chair. 4. I understand that my professor expects respect from everyone in the classroom at all times. This includes rules about sleeping, inappropriate talking, rudeness, doing homework, answering cell phones phones, and any disruptive behavior as defined by each professor, etc.

E.C.R.M Technique-10

10. Preventing Cheating


In doing assignments/ home work problems In Quiz /Lab examinations Any other means when we observed

Good References

Magna Publications, Inc. 2718, Dryden Drive ,Madison, Wisconsin 53704 ,USA ,www.magnapubs.com and www.FacultyFocus.com

Felder, R., 1996, Matters of Style, ASEE Prism, 6(4), 18-23, December. http://www2.ncsu.edu/unity/lockers/f/felder/public/Papers/LS-Prism.htm

Felder, R., 1988, How Students Learn: Adapting Teaching Styles to Learning Styles, Frontiers in Education Conference Proceedings, 489-493.

Wankat, P. and F. Oreovicz, 1993, Teaching Engineering, McGraw-Hill, Inc., 244-305.

Bransford, J.D. & others, 2000, How People Learn, National Academy Press