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TEACHING TIPS

TEACHING TIPS
Related:  Teaching Techniques

Students Who Make Excuses Tough Problems: Difficult Students Doug Barrett Christia Brown Angela Griffin AndreaWarner-Czyz Our group covered the "tough topic" of difficult students, which includes a diverse population of students that pose a problem of some sort. 1. 2. 3. 4. Case Study: Bob shows up to class every day on time, and is apparently intelligent and well-versed in the scientific background of the class. Solutions: The common thread running through the literature about disgruntled, unhappy, angry students is this: communication. But communication, through the use of journals, minute papers, and other student writings can give you a clue as to the cause of the student's anger. But there are solutions. A more systematic approach is taken by Downs (1992), who proposes several "steps towards harmony" for dealing with angry and oppositional students. McKeachie (1999) offers some more alternatives. Of course, preventative measures are preferable to reactive, after-the-fact solutions.

Presentation Skills Articles Enjoy our Effective Presentation Skills articles. Permission is granted to reprint articles in print or on your web site, complimentary, as long as you... 1. Include our copyright and the complete authorship paragraph with the live link to our website. 2. To receive free presentation skills articles bi-monthly through The Presentation Edge email list, click the link below and send a blank email. PresentationEdge@ProEdgeSkills.com Click here to see presentation skills training Click here to see Customer Service Articles. The Core Rules of Netiquette -- Excerpted from Netiquette by Virginia Shea -- Albion.com The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea. Click on each rule for elaboration. Introduction Rule 1: Remember the Human Rule 2: Adhere to the same standards of behavior online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes Next page ...Previous page ...Core Rules ...Netiquette Contents

Chicago-Area Independent Schools Educational Networking - List of Networks Elgg:Grou.ps:Facebook:Linked In:Ning:General:Art:Classroom Networks:Conferences:Course Material:English as a Foreign Language:English as a Second Language:English Education (Pre- and In-Service):Russian Education:Georgian recruiting :French as a Foreign language :Language Learning:Leadership:LibrariesMusic:Other LanguagesProfessional Development:Science:Social Studies:Spanish as a Foreign Language:Student Organizations:Teacher Education:Technology:Virtual Environments:Visual Mapping (Mind Mapping):Vocational:Other: A listing of social networks used in educational environments or for educational purposes. Please add to this list (alphabetical by category and within categories). BuddyPress: Apprendre 2.0 - Social Network across the world about education 2.0 and learning to learning - Most of the activities are in French in this network ! CourseCracker: Diigo: Elgg: Grou.ps: Facebook: Linked In: Ning: ScolaMates: General: Art: Classroom Networks: Conferences: Course Material: FSC-KU M.Ed. Leadership:

JOLT - Journal of Online Learning and Teaching Introduction An ordinary function of any class, online or otherwise, is to teach and engage the students. Research on online education consistently finds that high and consistent interaction levels between students and the professor, and high interaction levels between the students themselves, is often seen as a positive variable (Hammond, 2005; Johnson, Aragon, Shaik, & Palmas-Rivas, 2000; Berge & Collins, 1996; Tu, 2000; Muirhead, 2001; Blignaut & Trollip, 2003; Vonderwell, 2003). Most online instructors, aware of how important student participation is to online learning, will realize that s/he must produce solid educational discussion questions that also engage; as Hunkins (1989) stated, "Questions and thought coexist" (p. 17). An online instructor should also be aware of the research that demonstrates that teaching online takes more time and more effort, especially due to the need to provide individualized attention (Cavanaugh, 2005; Stern, 2004). C: Cognitive Nature Textbook Based

edrsch Wilerson, L. and Gijselaers, W.H., Bringing Problem Based Learning to Higher Education: Theory and Practice, New Directions for Teaching and Learning, No. 68, Winter 1996. "Let Problems Drive the Learning" ASEE Prism (staff article), 30-36, October 1996. Woods, Don, Problem-Based LearningL How to Get the Most From PBL, McMaster University, 1996. Woods, Hrymak, Marshall, Wood, Crowe, Hoffman, Wright, Taylor, Woodhouse, and Bouchard, "Developing Problem Solving Skills: The McMaster Problem Solving Program," Journal of Engineering Education, 86(2), 75-92, April 1997. Norman, G.R., & Schmidt, H.G., "The psychological basis of problem-based learning: A review of the evidence," Academic Medicine, 67(9), pp. 557-565, September 1992. Stepien, W., & Gallagher, S., "Problem-Based Learning: As authentic as it gets," Educational Leadership," pp. 25-28, April 1993. American Association For the Advancement of Science, Science for all Americans, New York: Oxford University Press, 1990. Resources: PBL in K-12

» Use the Pygmalion Effect to Create a High Performing Team the awesome culture blog “High expectations are the key to everything.” - Sam Walton The Pygmalion Effect Study In the 1960s, Harvard psychology professor Robert Rosenthal teamed up with South San Francisco elementary school principal Lenore Jacobson to conduct what later became known as the Pygmalion Effect study. In the study, 20% of the students within each of 18 elementary school classrooms were randomly assigned to a ‘high achiever’ group, with the remaining 80% serving as the control group. “When teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways.” Later studies revealed that when teachers have higher expectations of students, they unconsciously give more positive attention, feedback, and learning opportunities to those students. Marva Collins Pygmalion in Management J. The Golem Effect (Pygmalion in Reverse) What’s the Right Level of Expectations?

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