Heather Jackson

1. Promoting a Respectful Environment “The secret of education lies in respecting the student.” Ralph Waldo Emerson “Well, a pop-up doctoral dissertation is certainly an original idea…” Heather Jackson

2. Creating a Respectful Classroom Environment • Show respect toward your students. They will follow your lead so if you are not respectful they will think it is okay to not be respectful. “I expect you all to be independent, innovative, critical thinkers who will do exactly as I say!”

3. Creating a Respectful Classroom Environment • Lay the ground rules and expectations of your class out from day one. Address the issue in the syllabus. • Learn student names as quickly as possible so that you can call students by name when you ask or answer questions. • Answer everyone’s questions, regardless of their nature or simplicity. • Have many channels of communication to be aware of issues that students find disrespectful: encourage after-class and office-hour questions in person; respond promptly to emails; anonymous in-class feedback (3x5 cards); have an anonymous online comment form.

4. Creating a Respectful Classroom Environment • Trying to have student led discussions…A key part of respect is: if they are wrong, not just saying "wrong" and being negative, but pulling any good thought out of that, providing maybe a little hint, and see if they can figure out the correct answer. • Gather biographical/anecdotal information from the students at the beginning of the term. Then refer to it throughout the semester on a positive, personalized basis. The students then know they are seen as more than just students. • Use the time before class starts to get to know your students and what is going on in their lives. Campus events, other course requirements, spring break / Thanksgiving / winter holiday plans. • Listen - give them time to communicate to you their struggles and questions. Let them know that you care about their concerns, questions and their success in your course. Let them know that their opinion matters - respond to their needs and implement their desires within reason. • Summary - Be a great role model by setting the • example in behavior, attitude and speech.

5. “Leading by Example?” • Ask a student to “hold that thought” in order to get through class material • Consistently calling on the same (well-prepared) student • Communicating on a first-name basis • “Students who score less than 50% on the final exam, regardless of their final course average, will fail the course.” • Used embarrassment as a motivational tool • Take more than one week to return assessments

6. Examples of Instructor Disrespect in the Classroom as Seen by Our Students • Teaching by the philosophy "questions are interruptions” • The instructor for this course had a tendency to show favoritism in his/ her interaction within the class, though not strong enough to make it approachable, it was apparent to the students in the class. • Correcting behavior in front of classmates • Comparing performances between sections of a course • Failing to acknowledge / reply to e-mails

7. How Would You Respond to the Following Situations? • Student(s) talking at inappropriate times • Texting/ringing cell phones • Student(s) who commandeers the class • A student who has a poor attitude towards the instructor • Inappropriate student use of computers in class • A student reports you to your department head or even the Dean for giving an “unfair” exam • A student who makes you feel uncomfortable because of your race or gender • A student who leaves class, perhaps for extended periods of time • Student(s) who packs-up before the end of class

8. How Are We Doing in USMA D/Math? Term end feedback data response to “My instructor demonstrated respect for cadets as individuals.”

9. Trust and Respect? • How are they related/different • in general? • in the classroom? • Respect denotes both a positive feeling of esteem for a person or other entity (such as a nation or a religion), and also specific actions and conduct representative of that esteem. Respect can be a specific feeling of regard for the actual qualities of the one respected (e.g., "I have great respect for her judgment"). • Trust - Firm reliance on the integrity, ability, or character of a person or thing.

10. Are We Finished Discussing Trust / Respect?

11. Building an Organizational Culture that Promotes Respect / Trust • What issues have you seen concerning respect in your department? • How have you handled or could you have handled these issues? • What issues have you seen concerning trust in your department? • How have you handled or could you have handled these issues? • Why is a discussion of the above relevant for faculty development?

12. Examples of Faculty Disrespect in Our (Your) Departments • On the spot correction in class by a visitor • Use of unprofessional language • Addressing issues (with individuals) at the appropriate level and at the appropriate time • Making comparisons between courses • Examples from your departments? • How have / can you handle these situations?

13. Building an Organizational Culture that Promotes Respect / Trust • What issues have you seen concerning respect / trust in your department? • How have you handled or could you have handled these issues? • How can you as a leader promote a “trusting” or a “respectful” environment? • Do you want a trusting OR a respectful culture? • What leadership actions would be different?

14. How Do You “Assess”Respect/ Trustin Your Organization? • Possible survey questions: • My supervisor treats me with respect. • Men and women are treated with equal respect. • All personnel, regardless of position, are treated with equal respect. • People of different races and ethnic groups are treated with equal respect. • Civilians and military (different terms in your department?) are treated with equal respect.

15. How Do You “Assess”Respect / Trustin Your Organization? • Possible survey questions: • My opinion is sought on organizational policies and decisions. • My opinion is valued by leaders in my organization. • When made, organizational policy changes are clear and well explained. • The decision making process in our organization is understood by faculty members. • The decision making process in our organization is fair. • Faculty interaction, discussion, and collaboration is encouraged. • Faculty interaction, discussion, and collaboration is commonplace. • I am comfortable seeking the assistance of faculty members in my organization. • I am comfortable seeking the assistance of leaders in my organization.

16. Promoting a Respectful / Trusting Environment • Respect / Trust challenges and opportunities • In the class and in your department • “The secret of education lies in respecting the student.” Ralph Waldo Emerson • The perception of respect (trust) is determined by the individual on the receiving end.