- Think small.
Instead of thinking in terms of a whole course, think in
terms of one lesson or one activity. If that works out, you can
build on it.
- Start with the first
day. Even though you haven't revamped
everything. Start right away with new approaches, no matter how
minor, so students become familiar with them.
- Think
simple. An innovation doesn't have to be
elaborate to be effective. As with many other things in life, often
the simple solution is the best.
- Consider the things you already
do well. For once, don't look at your
problems, but at your successes and think about how you can build
on them.
- Be
reflective. Most of us are so busy doing that
we don't stop often enough to consider what we are doing and why. A
few minutes of reflection after each class can yield new ideas and
useful plans for the next class and beyond.
- Focus on one
problem. Think about a specific instance in
the past semester where you would have liked things to have gone
better. How would you tackle that particular situation?
- Work with a
colleague. Work
with someone who is also interested in trying something new. You
can compare notes, support each other, and urge each other on.
- Work in odd
moments. Don't
think that you have to set aside hours to come up with good ideas
for the classroom. Most of us just don't have big chunks of time,
but it is amazing how much you can come up with in a few minutes,
particularly if you set aside those few minutes on a regular
basis.
- Learn from
students. Use student evaluations,
interviews, questions, and comments as sources of ideas for new
approaches. Students are often perceptive observers of the
education scene.
- Don't change too
much. Don't try to change everything at once.
The result could very well be chaos. Also, you may throw out
effective approaches along with the less effective ones, and it is
difficult to assess the value of a particular innovation if you
have changed too many things.
- Don't get discouraged--but do
reflect. Just
because something doesn't work the first time you try it doesn't
mean the approach was worthless. Think about how you might be able
to do it better--and there is always the very good possibility that
what doesn't work well with one group of students works like a
charm with another group [though admittedly, the opposite is also
very true].
- Time is a valuable
resource. In planning new approaches,
consider whether or not the benefits of the approach are worth the
time it will take to implement them.
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Conversations III - Classroom Management