Putting Your Learning into Practice

1. Putting Your Learning into Practice Thursday, September 19, 2013

2. Overview of session • Learning outcomes • Discuss case studies • Individual reflections • Small-group discussions • Large-group discussions • Questions and resources

3. Learning Outcomes As a result of participating in this session, you will have the skills and knowledge to: • Apply what you have learned from today's sessions. • Develop your own responses to common GTA scenarios. • Justify your responses through group discussions. • Compare your responses to scenarios in the U.S. with those of your home country. • Identify resources to help yourself and your students in the scenarios.

4. Discussion Scenarios • Put the skills you've learned to the test! • Discuss typical US classroom situations. • Develop ideas on how to handle these situations.

5. Ground Rules • Be respectful • Keep comments constructive and positive • Actively participate in discussions • Don’t let your team down!

6. For example: • You suspect a student in your class is cheating. What would you do?

7. Discussion Scenario #1 – US classroom Corresponding knowledge/skills: • Helping distressed students in your class • Cultural assumptions – age, major, personal space, study habits, and participation • Student resources

8. Scenario #1 • A freshman student is struggling with a chemistry course and needs the GTA's help. This student comes from a different major from chemistry and wants to drop out of class, but it is part of the Baccalaureate Core requirement. The student approaches the GTA (you) after class. How do you respond to this student? • Individually, write down some ideas on how to handle this scenario based off questions on the handout.

9. Share your thoughts • In groups of 4-5 people, discuss your notes on the previous scenario. 5 minutes • Come back together and share as a large group. 5-10 minutes

10. Resources • Baccalaureate course requirements are found in the course catalogue and differ by major • http://catalog.oregonstate.edu/bcc.aspx • Academic advisors • Academic coaching/Success Center

11. Discussion Scenario #2 – classroom policy Corresponding knowledge/skills: • Establishing your expectations and policies • Cultural assumptions – sports and deadlines • Student resources – syllabus, Writing Center

12. Scenario #2 • A student asks the GTA why he received a C on his lab report. The student athlete turned in his report two days after the deadline because he was away due to participating in a sporting event. The course policy is a letter grade reduction each day late. What would you do in this situation? • Individually, write down answers on how to handle this scenario based upon the questions from the handout.

13. Gather in groups of 4-5. Share your answers within the group, then go to one of the poster boards around the room and write your answers.

14. Tips • If you create a syllabus for your class, include an attendance policy. • Ask student athletes for their sports event schedules at the beginning of term. • Reference the course catalogue for attendance policies: AR 14. Attendance • “Attendance is one of the most important factors in a student’s academic success. Therefore, an instructor may consider attendance in arriving at a student’s grade. While attendance should not be the primary factor in determining a student’s academic accomplishment in a course, it may be used as a partial measure of performance.” http://catalog.oregonstate.edu/ChapterDetail.aspx?key=75#Section2882

15. Discussion Scenario #3 – Relationships Corresponding knowledge/skills: • Setting boundaries and professionalism • Cultural assumptions – respect and authority

16. Count off to 10, then gather into a group with members of your same number. Each group will discuss and answer the question of their number: • How would you handle a student disruption in your classroom back home versus in the US? • A student approaches you after class with an inappropriate comment about your home country. What would you do? • One of your students is also from your home country and wants special attention in your class. How would you approach this? • Discuss some ways to gain authority in your classroom in your home country versus in the US. • A student complains that you're grading them unfairly. What would you do?

17. Share your thoughts and ideas with the whole group… • How would you handle a student disruption in your classroom back home versus in the US? • A student approaches you after class with an inappropriate comment about your home country. What would you do? • One of your students is also from your home country and wants special attention in your class. How would you approach this? • Discuss some ways to gain authority in your classroom in your home country versus in the US? • A student complains you are grading them unfairly. What would you do?

18. Questions • Given the discussion scenarios, what questions remain? • Are there any situations you’ve thought of that we haven’t discussed? • Is there information you still need to be able to respond effectively and appropriately? • Are there any resources that you need so that you can be successful in the classroom?