GENERAL PRINCIPLES FOR THE CLASSROOM Prof. Dr. Sabri Koç Dean, Faculty of Education

1. University-Wide Graduate Assistant Orientation Programme **************************************** GENERAL PRINCIPLES FOR THE CLASSROOM Prof. Dr. Sabri Koç Dean, Faculty of Education September 30, 2005 09:30-10:30 EMU Blue Hall

2. click for the INTRODUCTION text • What is a ‘classroom’? • Teacher characteristics • Good teaching • Student characteristics • Classroom discipline • Time management • Teaching materials • Assessment of students’ performance • Survival tips for the first day... Click to see Classroom

3. WHAT IS A ‘CLASSROOM’? • A classroom is a holy or sacred place where a multitude of worlds meet to exchange ideas and practice learning from one another and create wonders in limited time by joint effort, by complying with established classroom routines what I call ‘social contract for learning’. • Involved in this effort, we need to have certain ideas about: • Teacher characteristics • Good teaching • Student characteristics • Classroom discipline • Time management • Teaching materials (syllabus) • Assessment of students’ performance • and the interaction between these elements • in order to create a safe learning environment.

4. CHARACTERISTICS OF A GOOD TEACHER (1) • Communicates high expectations • Demands and encourages initiative • Has good sense of humor • Enjoys teaching the subject • Possesses enthusiasm • Has a lust for learning and a passion for the discipline • Endowed with a solid knowledge base • Questions the status quo • Challenges one to think • Offers practical applications • Has interest in the individual student • Is supportive • Interested in growth of students

5. CHARACTERISTICS OF A GOOD TEACHER (2) • Is caring • Gives feedback • Maintains a professional relationship • Is sensitive to the needs of every individual • Is friendly • Accepts own limitations • Is prepared for each class • Is available and accessible to students • Appreciates the cultural diversity of students in class • Demonstrates interdisciplinary connections • Gives encouragement • Is able to communicate at the students' level • Doesn't patronize students • Possesses high self-esteem • Encourages students to learn for the sake of learning.

6. WHAT CONSTITUTES GOOD TEACHING? (1) Sensitivity to, and Concern with, Class Level and Progress: Click for Communication • instructor communicates effectively at a level appropriate to students' understanding • textbook is of appropriate difficulty for the student • instructor seems to be concerned with whether students learn the material • instructor determines if one student's problem is common to others • instructor realizes when students are bored or confused

7. WHAT CONSTITUTES GOOD TEACHING? (2) Preparation; Organization of the Course: • instructor is well prepared for class • instructor organizes the course in a logical manner • the course organization assists students in developing basic concepts • new information is presented logically, and is related to ideas already introduced • students perceive the instructor as well-organized • lectures are easy to outline

8. WHAT CONSTITUTES GOOD TEACHING? (3) Knowledge of the Subject: • instructor demonstrates comprehensive knowledge of his/her subject • instructor knows the current research and literature in his/her field • instructor knows his/her field of specialization very well

9. WHAT CONSTITUTES GOOD TEACHING? (4) Enthusiasm (for Subject or for Teaching): • instructor seems interested in teaching the course • instructor's ability to convey interest and enthusiasm for subject matter • instructor is dynamic and energetic

10. WHAT CONSTITUTES GOOD TEACHING? (5) Clarity and Understandableness: • instructor explains clearly and attempts to answer all questions • students are able to follow and understand class lectures/presentations • instructor relates concepts in a systematic manner that helps understanding • instructor uses well chosen examples to clarify points • instructor summarizes major points • instructor interprets abstract ideas and theories clearly

11. WHAT CONSTITUTES GOOD TEACHING? (6) Impartial Evaluation of Students; Quality of Examinations: (1) • concepts emphasized in class are those emphasized in exams • exams cover material on which students expect to be tested • exams require student to do more than recall factual information • exams allow student to adequately demonstrate what was learned in the course • exams require synthesis of various parts of the course • the instructor tells students how they will be evaluated in the course

12. WHAT CONSTITUTES GOOD TEACHING? (7) Impartial Evaluation of Students; Quality of Examinations: (2) • grades are based on a fair balance of course requirements and content • students are satisfied with the way they have been evaluated • students are quizzed frequently • instructor announces tests and quizzes in advance • instructor uses more than one type of evaluation device • Reference: Feldman, K.A. (1988) "Effective College Teaching from the Students' and Facultys' View: matched or mismatched priorities?" Research in Higher Education. 28 (4). 291-344. *Taken from Instructional News. Shirley Ronkowski (ed.)

13. STUDENT CHARACTERISTICS (1) Click for Personality Knowing your students: (1) • A major responsibility and delight of most teachers is getting to know their students • Knowing your students is extremely important if you expect to become expert teachers • Knowing your students enables you to organize them into a functional class • Obtain information about your students from recorded information or obtain information through observing and interviewing or using questionnaires • Your attitude towards your students like the following song suggets will make a great change in your profession:

14. STUDENT CHARACTERISTICS (2) Knowing your students: (2) It’s a very ancient saying but true and honest thought, That if you become a teacher by your pupils you’ll be taught. As a teacher I’ve been learning (you’ll forgive me if I boast), As I’ve now become an expert on the subject I like most – Getting to know you. Getting to know you, getting to know all about you, Getting to like you, getting to hope you like me. Getting to know you, putting in my way, but nicely, You are precisely my cup tea. Getting to know you, getting to feel free and easy, When I am with you, getting to know what say. Haven’t you noticed, suddenly I’m bright and breezy Because of all the beautiful and new things I’m learning about you, day by day. (from The King and I)

15. CLASSROOM DISCIPLINE (1) Pratical hints on classroom discipline: (1) • Start with being firm with students: You can relax later. • Get silence before you speak to the class. • Know and use students’ names. • Prepare lessons thoroughly and structure them firmly. • Be mobile: walk around the class. • Start the lesson with a ‘bang’ and sustain interest and curiosity. • Speak clearly. • Make sure your instructions are clear. • Look at the class when speaking, and learn how to ‘scan’.

16. CLASSROOM DISCIPLINE (2) Pratical hints on classroom discipline: (2) • Have extra material prepared (to cope with slower/faster sts). • Make work appropriate to your students’ age, ability, culture... • Develop an effective questioning technique. • Develop the art timing your lesson to fit the available period. • Use humor constructively. • Aviod confrontations. • Clarify fixed rules and standards and be consistent in applying them. • Show yourself as supporter and helper to the students. • Vary your teaching techniques. • Be warm and friendly to the students. • .............

17. TIME MANAGEMENT IN TEACHING (1) • Use a calendar • Block out time for planning • Prepare well in advance • Consult with more experienced teachers • Build on previous course material that works • Make lists • Use a computer • Organize a file system • Get control of paper • Prioritize your teaching tasks

18. TIME MANAGEMENT IN TEACHING (2) • Build flexibility into syllabus, e.g., optional units • Be realistic on length of student assignments • Use outside resources and speakers • Plan student-led discussions and presentations • Leave time for student questions • Avoid just "covering material," aim for student learning instead • Use peer teaching to supplement your efforts • Shorten exam length to fit student ability, not your ability • Don't give a long essay exam if your final exam is scheduled a day before grades are due • Enjoy your leisure time.

19. SURVIVAL TIPS FOR THE FIRST DAY (1) If you will be leading seminar or laboratory sections, don’t take the first day for granted.Think about the course, why it is important, what you will say about it, how you will describe the content, and your role in presenting it to students. Students are often overwhelmed with input the first day of class and hope everything will settle out in time. Prior to your first class, visit the room. Inspect for future planning: furniture arrangement, electrical outlets, chalkboards, lights, equipment. Write on the chalkboard or provide a handout: course code and name, section, office hours, office & phone numbers.

20. SURVIVAL TIPS FOR THE FIRST DAY (2) Introduce yourself. Tell the students something about yourself to help break the ice: where you are from, your professional background, the degree you are working on. Ask students for information you need or want. Explain the structure of the course, course objectives and what you expect of students. Discuss policies affecting student grades Tell why you are excited about the course or the subject. Enthusiasm is contagious! (click below to see text) SOME SURVIVAL TIPS FOR THE FIRST DAY OF CLASS

21. THANKS A LOT...