welcome

1. Welcome! Classroom Management and the Adult Learner

2. Introduction Imagine you�ve walked into the first class of your new program after having been out of school for twenty years. What�s going on in your mind? I�m not sure how this is going to go. What if I�m dumber than everyone else? Gee, I barely made it here on time. Traffic is nuts and I can�t leave work any earlier than I did. I remember hating when instructors asked questions in class. I hope that�s not going to happen tonight. 10:45 Introduction � Exercise to increase awareness of anxiety in students and introduce the idea that to manage a classroom we need to manage anxiety � the students� and our own 10:50 Ruth interrupts playing the part of an anxious student Feedback from the group on what seemed to help Ruth calm down10:45 Introduction � Exercise to increase awareness of anxiety in students and introduce the idea that to manage a classroom we need to manage anxiety � the students� and our own 10:50 Ruth interrupts playing the part of an anxious student Feedback from the group on what seemed to help Ruth calm down

3. Stories from the battlefield Anxiety and Attack � a role play gone bad You�re so boring! � the classroom beauty salon Cell phones � Grrr! Whose priorities count here? � Baseball over all 11:00 Stories from classrooms � collect spontaneous stories from the group Tell the stories on the slide11:00 Stories from classrooms � collect spontaneous stories from the group Tell the stories on the slide

4. Major Assumptions of this presentation Many classroom management problems begin with student anxiety Many poor choices in managing classroom dynamics stem from instructor anger which has its roots in anxiety 11:15 � 11:35 Lecture: slides 4 - 1111:15 � 11:35 Lecture: slides 4 - 11

5. Clear Expectations: Classroom Management via the Syllabus Clear instructions, due dates, grading rubrics (�Setting the Frame� & establishing the contract/informed consent) List expectations about arrivals, cell phone use, etc. Note how to contact you should extensions be needed Clearly identify your criterion for granting extensions Clearly identify results of late submissions or deficient submissions for your assignments Articulate your teaching style Apply reading to discussions

6. Characteristics of Adult Learners "Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, teachers should draw out participants' experience and knowledge that is relevant to the topic. They must relate theories and concepts to their students' prior experiences and recognize the value of experience in learning. Stephen Lieb's essay "Adults as Learners" http://www.league.org/gettingresults/web/module1/diversity/accomodate_adult_learners.html

7. Characteristics of Adult Learners "Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job." Stephen Lieb's essay "Adults as Learners" http://www.league.org/gettingresults/web/module1/diversity/accomodate_adult_learners.html

8. Characteristics of Adult Learners "Adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class." Stephen Lieb's essay "Adults as Learners" http://www.league.org/gettingresults/web/module1/diversity/accomodate_adult_learners.html

9. Setting up a psychologically safe classroom: Helping students manage anxiety Physically manage the space (U shaped; group clusters) Place yourself in a position of friendly authority Inviting participation by creating clear guidelines for it

10. Setting up a psychologically safe classroom Target the development of success through guided practice � learning relates to self-esteem Normalize �learning from mistakes� Enough anxiety to push, but not too much! Articulate assumptions and ask for feedback Take Breaks

11. Setting up a psychologically safe classroom: added notes on adult learners Learning speed decreases with age; depth of learning increases Adult learners are very diverse: age & experience Goals and Relevance � uppermost in their minds A need for control

12. What does this look like in your classroom? Describe one of the difficulties you face in classroom management Identify possible feelings/thoughts that might motivate the problematic behavior Identify your trigger � what is it you want to accomplish as you intervene? (contain the disruption & move on; Identify your own anxiety (if any) 11:35 Turn to a partner and describe the difficulties you face and see if you can work your way down the list given 11:45 Feedback from pairs - brainstorm possible solutions as a large group (If you have more time - role plays with problematic situations) 11:55 Anger - tell story of Marijo in Research Design final11:35 Turn to a partner and describe the difficulties you face and see if you can work your way down the list given 11:45 Feedback from pairs - brainstorm possible solutions as a large group (If you have more time - role plays with problematic situations) 11:55 Anger - tell story of Marijo in Research Design final

13. When the professor gets mad. . . If you can adopt a calm tone (even if inside the storm is raging), you will help yourself remain calm and you�ll maintain control of the class Breathe and pray Repeating a calming word to your self Humor Tell story of Research & Design final in doctoral program � professor got mad � used test as the weapon End with Paderesky if time.Tell story of Research & Design final in doctoral program � professor got mad � used test as the weapon End with Paderesky if time.