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MODULE FIVE: Classroom Management

Description
In this module, participants will discover strategies to effectively manage the
classroom, establish guidelines that foster learning and respect, and create a
positive learning environment for all students. Developing techniques for engaging
students and promoting student-instructor cohesiveness will also be emphasized.
Engaging with online students will also be discussed.
Proposed Outcomes
Upon completion of this module, participants will be able to:
Distinguish between ethical and unethical classroom ethics
Establish classroom guidelines that foster positive student behavior
Develop tools to provide effective and frequent student feedback
Create a fair and non-discriminatory grading philosophy
Synthesize concepts of the course readings and textbooks
Time Content
A total of six hours for this module; perhaps three hours reading/viewing; half an
hour panel discussion; and two and a half hours applied exercises
Reading/viewing content
Faculty Focus: The Teaching
Professor

Special Report

Lansing Community
College: Dealing with
Classroom Incivilities

article

A special report
on effective
classroom
management
techniques that
every faculty
member should
know, including
getting off to the
right start,
building an
effective
syllabus, and
managing
students that do
not contribute,
as well as over
contribute.
A discussion of
handling
disrespectful and
interruptive
behavior in
classroom.

http://orgs.bloomu.edu/tale/documents/FacFocus_
ClassroomManagement.pdf

http://www.lcc.edu/cte/pdf/classroom_incivil.pdf

Seven Principles for Good


Practice in Undergraduate
Education

article

University of North Carolina


Center for Faculty
Excellence: Managing
Classroom Conflict

report

Managing Disruptive
Behavior in the Classroom

article

Building a connection with


online students right from
the start

article

Chickering and
Gamson discuss
their effective
principles to
promote student
success, which
includes studentfaculty contact,
prompt
feedback, and
communicating
high
expectations.
This monthly
report focuses on
classroom
managements,
including
conflict, setting
clear
expectations,
and developing
social
cohesiveness.
This article
provides
guidance and
recommendation
for managing
disruptive
students. Topics
include
developing a
leadership style,
handling the
monopolizing
student or
compulsive
talker, and
increasing class
participation.
With the
landscape of
higher education
changing,
classroom
management
must extend into
the online
platform. This
article provides
methods to
engage and
connect with

http://www.uis.edu/liberalstudies/students/docum
ents/sevenprinciples.pdf

http://cfe.unc.edu/pdfs/FYC22.pdf

http://www.collegequarterly.ca/2011-vol14num03-summer/deering.html

http://www.facultyfocus.com/articles/asynchronou
s-learning-and-trends/building-a-connection-withonline-students-right-from-the-start/

Rights and Wrongs in the


College Classroom: Ethical
Issues in Postsecondary
Teaching

book

Chapter 4: The Ethics of


Classroom grading

The Chronicle of Higher


Education. Grading: Letters
or Numbers?

blog

Teaching Strategies to
Supercharge Your College
Classroom

Video

online students.
This book covers
the role of ethics
in studentfaculty
relationships,
grading, conflicts
of interest, and
behavior.
Chapter 4
outlines the
Ethics of grading,
syllabus
creation,
assignment
construction, and
pedagogical
preparatiion
The blog
discusses the
differences in
using letter and
number grades,
as well as the
advantages and
disadvantages.
The author also
provides
perspectives on
record keeping
for instructors.
This short video
clip provides
insight on how to
effectively plan
and manage
your classroom,
as well as
keeping students
on task and
inspired.

Rocheleau, J. & Speck, B.W. (2007). Rights and


wrongs in the college classroom: Ethical issues in
postsecondary teaching. Jossey-Bass:
Washington, DC.
.

http://chronicle.com/blogs/profhacker/gradingletters-or-numbers/29070

http://www.youtube.com/watch?v=zV4cJYt6JCQ