Ask-Dr-Kirk

Dr. Delaney Kirk Offers Tips on Taking Back the Classroom and Becoming a More Effective Teacher.

Classroom Management Issue: Cell Phones

 Dear Dr. Kirk,

My students think that I am just in another generation because I don't think they should be checking messages on their cellphones during class. Do you have any advice on this matter?


Dear Past Generation,

I tell my students that I am teaching them how to be successful in the work world. Their boss is not going to allow them to check for personal phone messages during a business meeting with a client. Thus, I tell them I expect that they come to class on time, turn off their cellphones, etc.  Checking cellphones during class is rude and disrespectful to both me and their fellow classmates.  I put all this on my syllabus and discuss it and why the first day of class. I bring my cellphone to class the first few classes and make an issue of showing them that I turn off my own phone during class.  I also tell them that if they anticipate an emergency call, they should tell me ahead of time (just as they would tell their boss) and put on vibrate.

Here and here are ways other professors have handled this issue.  Also, check out this video on how this teacher handles cellphone ringing during class (I have to think it was staged but I’m sure it got the students’ attention!) 

Just be sure to be consistent in how you handle any student that breaks your policy. I find using humor works for me:

        <Student phone rings>

Me: Stop lecture. Look at student. Say, "That better be for me!" Smile. 

Class: Laughs. Student looks sheepish and turns off phone.

And we then go right back to lecture or whatever doing in class.

If it's just a matter of them texting or checking messages, I'll go by the student's desk and quietly tell them to put the phone away during class. Or you might catch them after class and remind them what the policy is on the syllabus.

Anyone else out there have suggestions on cell phone usage in class?


January 12, 2012 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Cell phone use, Classroom management, Delaney Kirk, Tips on teaching

Advice On How To Get An Adjunct Teaching Position

Dear Dr. Kirk:

I just came across your blog today and it seems like a great resource for professors. I am writing to see if you have any advice or tips for someone trying to get started as an adjunct professor. I have an MBA and work experience, but no formal teaching experience. I would love to hear any tips or thoughts you have to help me get started. 

Thanks! Would Be Teacher


Dear Would Be Teacher:

First of all, as I look over the resume you attached, I see you have an excellent educational background and very relevant work experience in your field. These are things that universities look for in hiring adjuncts. You might list speeches given and your experience training others on a cover letter when applying. 

The easiest way to break into teaching is to apply to a community college (it’s how I got started). However, with your background in finance, I think a 4 year college would also be interested in hiring you as an adjunct. 

Try contacting professors at universities you are interested in and volunteer to be a guest speaker in their classes. That way you get to make some contacts. When I was at Drake University, we hired several adjuncts this way. It gives the school a chance to see how you handle yourself in a classroom setting.

You might also look through college catalogs (or on websites) to see which classes they offer that you believe you are qualified to teach. Also, go to their bookstores and leaf through the required textbooks for those classes to get a sense of topics covered.  This might help you to know how to “sell” yourself.

Just FYI though-adjuncts do not get paid very much. However, it’s a good way to beef up your CV if you think you might want to eventually teach full-time.

Hope this helps. Let me know how it works out for you!

July 25, 2011 in Advice for Teachers, Building Credibility, Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Dear Dr. Kirk: How To Handle Today's Students?

Dear Dr. Kirk: 

What is with college students today?  They are demanding, extremely vocal, think they know it all, and don’t want to do the work I assign. I have been teaching 15 years and am at a loss as to what is happening and how to handle this generation of college students.  Any suggestions?        ---At A Loss at Midwestern College

Dear At A Loss,

Yes, they are demanding, vocal, and think they know it all.  They are also smart, technologically competent, multi-taskers who want to know why the work you are assigning is going to be useful for them to do.  Don’t get me wrong.  I don’t  think our students are bad.  I think there is a great deal of pressure on them today.  All of my students have double majors, jobs or internships of 30+ hours a week, are active in organizations, have team projects in most of their classes, etc.  They believe that they have to do all of these things in order to get a good job.  They have little patience for “busy work.” 

Our job is to establish our credibility starting with the first day of class as to how the course will be worthwhile.  Think about what it is you are trying to do in the classroom.  Are you passing on a body of knowledge of a specific subject to the students?  Are you teaching them how to learn? Are you giving them practical information on how to be an expert in their field of study?  Are you role-modeling skills to help students become productive, useful members of society? Or, perhaps you aim to do all of the above?  The readings, assignments, and exams you choose to give your students should reflect what you are trying to accomplish.  You need to sell them on why you are the best person to teach them and why the homework you give will help them be successful in your course as well as in the "real world."

How about the rest of you?  Are you having problems with classroom management?  What do you find works for you?

And in case they still whine?  Professor Joseph A. Braun shares his rubric on whining.

 

January 18, 2011 in Advice for Teachers, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Student whining, Tips on teaching

Does Moving To An Online Evaluation Process Affect How Students Rate Their Professors?

Dear Dr. Kirk:

Our university is considering moving from in-class scantron evaluations to asking the students to complete teaching evaluations online.  The faculty are very upset by this move as they believe this change in process means fewer students will do the evals and this will result in lower overall ratings.  Can you give me any suggestions on this?

Dean at a University in the Midwest

Dear Dean of Midwest University:

Several years ago, Drake University also moved from in-class to online evaluations and the faculty had the same concerns as yours.  Several of my colleagues and I conducted a research study to see what impact the change in process made. The Journal of the Academy of Business Education recently published an article we wrote on our results titled, "Teaching Evaluations:  Does the Switch to an Online Process Make a Difference in how College Students Rate Their Professors?"

Some results of our study:

  • Switching to an online process did result in a lower participation rate (we found this true at both Drake and other universities).
  • When students were asked what incentives it would take to increase participation rates, they tended to say the same things as in previous research studies (extra credit, a drawing for a gift certificate, etc.).
  • The process did not make a statistically significant difference in how students rated their professors; however, the online evaluation ratings did tend to be lower than the traditional evaluations overall.
  • A major concern of the faculty was that students who were performing poorly in their classes would be more likely to take the time to do the online evaluation and to give their professors a bad evaluation rating.  This concern did not seem to be valid; In fact, students with higher grades in the class were more likely to take the time to go online and complete the evaluations than students with lower grades. 

One suggestion I would make for any university is to involve the faculty and students in any proposed changes of evaluation method.  The initial perception that scores will be negatively affected will engender ill feelings on the part of the faculty.  As teaching evaluations have an economic impact on promotion, tenure, and pay raises, schools going to an online process might want to treat the first semester online evaluations with caution and not necessarily compare these to previous scantron ratings.  In addition, students should be informed as to how evaluations are used and reassured that the process will be anonymous in order to raise participation rates.

You can access the entire article here:  Download Online teaching evals

 

November 12, 2010 in Advice for Teachers, Building Credibility, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Online evaluations, Teaching evaluations, Teaching tips

Best Of Dr. Kirk Series: Student Complaints


Today's post: How to handle unhapppy students.


August 16, 2010 in Advice for Teachers, Best of Dr. Kirk, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, Tips on teaching, Unhappy students

Best Of Dr. Kirk Series: Dealing With Teacher Anxiety


Today's post: Tips for dealing with nervousness the first day of class.


 

August 13, 2010 in Advice for Teachers, Best of Dr. Kirk, Building Credibility, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Anxiety, Delaney Kirk, Nervousness, Tips on teaching

Best of Dr. Kirk Series: On-time Attendance


 

Today's post: How to get your students to come to class on time.



 

August 12, 2010 in Advice for Teachers, Building Credibility, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Attendance, Classroom management, Delaney Kirk, Tips on teaching

Best of Dr. Kirk Series: Learning Names


 

Today's post: Tips for learning your students' names. More tips here.

 

 

August 11, 2010 in Advice for Teachers, Best of Dr. Kirk, Building Credibility, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, Learning names, Tips on teaching

Road Trip (Again) To Nebraska


I'm big in Lincoln, Nebraska. Just saying :)  And I always enjoy going back to the midwest. I spent 18 years at Drake University in Des Moines, Iowa, so it seems like going home.

I'm leaving today to teach my third faculty development workshop in Lincoln, this time at Union College. In addition to topics of teaching effectiveness and classroom management, I'll discuss a number of creative educational technology tools that can be used in the classroom.

I'm looking forward to it.

August 08, 2010 in Advice for Teachers, Building Credibility, Dear Dr. Kirk:, Tips for Teaching, Workshops | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, Teaching workshop, Tips on teaching, Union College

Best of Dr. Kirk Series: Icebreakers


Today's post: Icebreakers for the first day of class here. More here.

 

 

August 05, 2010 in Advice for Teachers, Best of Dr. Kirk, Classroom Management, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, First day of class, Icebreakers, Teaching tools

Best Of Dr. Kirk Series: Syllabi


Today's post: Tips and resources for putting together your syllabi



 

August 02, 2010 in Best of Dr. Kirk, Building Credibility, Classroom Management, Dear Dr. Kirk:, Pedagogy, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Delaney Kirk, Syllabi, Teaching tools, Tips on teaching

Happy Birthday To Me. Again.

Seems like just yesterday I was celebrating a birthday. Anyway I'm taking the day off to eat cake.

July 08, 2010 in Dear Dr. Kirk:, Teaching Humor | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Birthday

Should I Put MBA On My Business Cards?


Dear Dr. Kirk:

So what's the protocol with the initials? Do you put MBA after your name in your signature line?

Recent MBA graduate

---------------

Dear MBA grad:

Typically only Ph.D.s or M.D.s do this. Or someone might put an earned certification such as CPA or SPHR on their business card or signature line but putting MBA is considered inappropriate.

However, you can certainly mention your newly earned degree on your website or blog and on a cover letter in a job application. Here's an article that discusses this further.

Congratulations on your accomplishment!

Dr. Kirk

 

June 29, 2010 in Advice for Students, Advice for Teachers, Building Credibility, Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Business cards, Delaney Kirk, MBA, Tips for students

Hello Delaney? It’s Stuart Weitzman.

  

I think we all know that the world of social media-Facebook, blogs, Twitter, Myspace, and others-has changed how we interact with each other and how companies interact with us. It allows us to reach out and virtually meet people we would never have had an opportunity to talk with before. It gives us “friends” to turn to when we need information or recommendations or just entertainment. We google to find restaurants or bookstores or venues in our cities-when was the last time you picked up the Yellow pages?

I’ve always loved shoes. My colleagues and students will tell you that my shoes are the first thing they check out after saying hello to me. So you can imagine how excited I was this week when I learned I was the winner of a contest on Twitter.  My prize? A personal phone call from THE shoe designer, Stuart Weitzman.

Stuart called at 4:20pm yesterday. We talked about Beth Levine, the first female shoe designer, who along with her husband Herbert changed the look of shoes for all time. Beth designed the white go-go boots worn by Nancy Sinatra to publicize her 1966 best selling hit song (quick-name that song!) In fact, Beth took boots from the purely practical function of rain and snow protection at that time to the fashion accessory they are today. She introduced stiletto heels and mules to American women, both designed to make our feet look as elegant as her own tiny size 4Bs. I asked Stuart if his family had known Beth and he said yes. His father, Seymour Weitzman, whose shoes were labeled “Mr. Seymour,” and the Levine’s were co-manufacturers in the late 1950s.

I asked him his opinion of the huge current popularity of flip flops for both men and women. He responded by asking me if I had any and when I said, yes, a couple pairs but mine have bling on them, he laughed and said, Me too!

We talked about all the choices in shoes now-pointed toe, round toe, the new style that covers the ankles-and I asked him how this affected his approach to designing new shoes. He said it really allowed him to be more creative as he does not have to be wed to any particular toe shape. Instead he can listen to his customers more whom he says let him know their favorites. He noted that the runway was just show biz. The best fashion trends are an extension of what we see on the street, what people are actually wearing. This connection to his fans and customers is also why he personally interacts on Twitter.

We talked about how the world of social media has changed his business. He shared with me his experience when he designed an espadrille wedge shoe that had modest sales.  Then Jennifer Aniston was photographed several times in public wearing the shoes, people started blogging about them and going on discussion boards asking where they could be bought, and the shoe became one of Weitzman’s biggest sellers of all time.

I bemoaned the fact that my favorite pair of Stuart Weitzman boots, bought in 2001 or so, were so worn that I had had to retire them. I asked him if he had ever considered bringing back some of the designs that customers liked so well in the past. He told me to send him a photo of the boots.

My last question was to ask Stuart what advice he would give my students. His first response was to say that if they liked fashion, then the world of fashion design is the most exciting place you could imagine. However, he went on to agree that it’s important to do something you love doing, something that makes you excited to get up in the morning and go to work. As Stuart creates some 300 styles per year, he obviously loves designing shoes.

Thanks, Stuart, for taking the time to call one of your biggest fans. As Cinderella said, "one shoe can change your life."

  

 

 

June 18, 2010 in Building Credibility, Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Beth Levine, Delaney Kirk, shoes, Social media, Stuart Weitzman, Twitter

Happy Anniversary for Ask-Dr-Kirk!

Four years ago I started sharing my teaching tips as well as those of others on this site. I want to say thank you to all the readers who have commented on the blog or emailed me with their own tips, stories, and links. I look forward to another great year of teaching and learning!

Here's me at my first teaching job in 1982. I thought the bun made me look older and wiser :)

 

Dk 1r

April 22, 2010 in Building Credibility, Classroom Management, Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Ask-Dr-Kirk, Delaney Kirk, Teaching tips

Dear Dr. Kirk: How To Handle Unhappy Students?

Dear Dr. Kirk:

I had a self-appointed student representative inform me that students in my Business Communication course were unhappy with their grades and the fact that I returned homework without going over it and telling them what they did wrong. Please know that I ‘actually’ graded the papers and made edits as needed.

 

To say the least, I am disappointed. I was enjoying this class and the students until this happened. I admit that I have thin skin!

 

Do you have a response/wisdom you can share on this subject? I would be grateful.

 

Disappointed Teacher

 

Dear Disappointed:

I would suggest you do a mid-term teaching evaluation at this time. I did this for a class I had last year that had done very poorly on their first exam. I had them answer the following questions on paper anonymously the week after that exam. I first asked about what was going well (to reinforce for both me and them that much of the class is going well!), then what they thought they needed to do to improve their grades (emphasizing that they do have the responsibility for learning), and what I could do to help this process (so they could see me as a coach!). They liked being able to give feedback even though I did not use all their suggestions. I do a class blog so I posted the questions and answers for all to read. You could do this on Blackboard also.

 

Hope this helps. I would also tell the students when giving back papers to come see you during office hours (remind them when these are) if they need more feedback on how you graded. Few will do this but it does make them feel as if they could.

 

Keep in mind too that you have one person’s opinion that “students were unhappy.” We do tend to let one or a few students with negative opinions outweigh the good ones!

 

Good luck. I taught Business Communication many years ago early in my teaching career so can relate to the work load!

 

Dr. Kirk

March 12, 2010 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (1) | TrackBack (0)

Technorati Tags: Classroom management, Dear Dr. Kirk, Midterm evaluation, Tips on teaching

Thoughts On Teaching

 

This is my 28th year of teaching at the college level. I didn’t originally plan to be a college professor; in fact, after earning my MBA, I worked in industry for a number of years. In 1982 I moved to Texas and decided to apply for an adjunct position at a community college, mainly because the campus was less than a mile from my house. The surprise for me was that I found out that I loved teaching. I had no idea what I was doing, obviously had never put together a syllabus, lecture notes, or relevant assignments before, but I knew from the first class that this was the career I wanted. After I taught for three years there, the provost suggested I go back to school and earn a Ph.D. in order to teach full-time.


Over the years, I have developed the following list of goals when determining the course design, assignments, and evaluation methods I use in my courses.

 

What am I trying to do in my classes?
• Help students integrate the knowledge they have already acquired with the concepts, methods, ideas, and theories of management. This is done by helping them see the interrelationships between psychology, sociology, political science, history, ethics, philosophy, literature, etc.
• Give students a sound background and foundation of the history of management in order to help them understand how various theories were developed and tested and why these  theories have either been discarded or are still in use today.
• Develop a common body of knowledge in management terminology.
• Emphasize importance of management concepts not only to management majors but to anyone who works with others in organizations.
• Teach students the skills, knowledge, and attitudes that will enable them to do well in their chosen careers.  At times, this includes short lessons in professionalism and corporate etiquette.
• Help students develop an understanding of others with different backgrounds, cultures, genders, capabilities, etc. through the use of videos, reaction papers, classroom discussions, and guest speakers.
• Develop assignments that require the students to practice communication skills, both written and oral. I give each student individual feedback on his or her presentation skills and how to improve these.
• Work on developing skills in team building, leadership, motivation, quality control, listening, consensus building, creativity, and flexibility. 
• Understand the importance of humor in the classroom and in the workplace.
• Give prompt feedback on tests, papers, and presentations.  Typically that means within one week of when the assignment is turned in.
• Use current technology such as blogs, wikis, and other social media formats in order to show the students how these could be applied to the work world setting. Make sure I keep up-to-date on technology myself.
• Provide “real-world” exposure through assignments such as interviewing a manager or working with a company on management-related problems.
• Reinforce values of attendance, promptness, turning work in on time, treating others with respect, and professionalism in appearance and conduct.

 

In other words, I am trying to create a classroom culture that will challenge, motivate, sometimes even frustrate students, but which allows them to learn not only about management but about themselves if they want to.  I believe this is an ongoing process and thus, I am still developing my philosophy of teaching and what it means to be an educated person. 

 

One of the secrets to success that I share with my students is to pick a career that you really love, so much so that you really enjoy going to work.  I tell them that way you will be intrinsically motivated to do your best every day.  I have enjoyed teaching for the past 28 years and hope to continue for many years to come.

 

 

October 19, 2009 in Advice for Teachers, Building Credibility, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Advice for teachers, Classroom management, Delaney Kirk, Teaching philosophy, Tips on teaching

Timothy Johnson Has Another New Book!

I received a signed copy of Timothy Johnson’s latest book, SWAT: Seize the Accomplishment today in the mail and I’ll have to say I think it’s his best one yet although Race Through the Forest (on project management) and GUST (on office politics) were excellent also. SWAT has a January 2010 release date on it.

 

Timothy was one of my MBA students back in 1990 and he likes to tell the story of the day when I came into class, give back everyone's research papers, said they were all garbage (his wording-I'm sure I was much more politically correct), and told them they had to do them over again by the following week. On the other hand, maybe Timothy's book success is partly due to learning to rewrite and edit? Just saying...

 

Congratulations, Timothy. You done good!

October 15, 2009 in Books, Building Credibility, Dear Dr. Kirk: | Permalink | Comments (1) | TrackBack (0)

Technorati Tags: Delaney Kirk, GUST, MBA student, Race Through the Forest, SWAT, Timothy Johnson

USF Prof Uses Social Media In The Classroom

The Bradenton Herald did a nice story on me today regarding the use of social media in the classroom. If you can't click on it, you can download here: Download Bradenton newspaper 

October 14, 2009 in Building Credibility, Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Bradenton Herald, Delaney Kirk, Social media

delaneykirk.com Gets An "A" From Website Grader

Websitegrader

Check out www.websitegrader.com 

"Website Grader is a tool that measures the marketing effectiveness of a website. It provides a score that incorporates things like website traffic, SEO, social popularity and other technical factors. It also provides some basic advice on how the website can be improved from a marketing perspective."

This site www.delaneykirk.com ranks 26,719 of the 1,638,268 websites that have been ranked so far. See...even college professors like to get good grades!

 

 

October 07, 2009 in Building Credibility, Dear Dr. Kirk:, Teaching tools | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Delaney Kirk, Grader.com, Website Grader

Dear Dr. Kirk: How To Give Feedback To Students?

Dear Dr. Kirk:

I need advice on giving feedback to my students. I always struggle with what and how much to say.

Speechless in Seattle

Dear Speechless:

A colleague and friend of mine, Timothy Johnson at CarpeFactum provides some great advice on giving feedback to a colleague that could be adapted when we're giving feedback to our students.  Use the acronym THIRD...

TIMELY.  Feedback must be timely in order to give your students the opportunity to learn from their mistakes and do better on the next assignment.  As Tim notes, "feedback has a shelf life, and the sooner you can tell the person what s/he did right or wrong, the stronger the message will be." 

HONEST.  Although we need to use sensitivity in giving feedback, we shouldn't water down the message so much that the student doesn't get the message.  Be direct and say what it would take to make the paper or assignment better.

IMPROVING.   Make sure your feedback provides constructive criticism.  It doesn't do the student any good to give a grade without indicating why they got the grade and how they can improve for future assignments.  Sharing your rubric is a good way to do this.

RELEVANT.   I had a Dean once that gave me a lower than expected evaluation on my teaching during my annual review.  When I asked him what I could do to improve, he responded by telling me I needed to use powerpoint slides in the classroom... Make sure your feedback makes sense.

DIRECT.  If your student needs to get help with grammar or writing techniques, say so and put him or her in touch with resources available at your university. 

Bumping up the quality of your feedback by a THIRD will help your students learn your expectations and do better on future assignments.

September 30, 2009 in Advice for Teachers, Building Credibility, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Giving Feedback Advice for teachers, Teaching tips, Timothy Johnson

Dear Dr. Kirk: More Questions On Classroom Management

  • I look young for my age. How do I get students to take me seriously?
  • Can I be a good teacher and have time for a personal life too?

July 12, 2009 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, Teaching tools, Tips on teaching

Dear Dr. Kirk: Answers To Classroom Management Issues

In case you've missed these, here are some past letters to Dr. Kirk on classroom management issues.

  • What should I do with students who whine about doing their homework?
  • How do I handle students who text message in class?
  • How do I encourage students to participate in class?
  • How do I get students to come to class on time?

Also, in my book on Taking Back the Classroom: Tips for the College Professor on Becoming a More Effective Teacher, I discuss additional suggestions to use so that the behavior you get in the classroom is the behavior you want. 

July 10, 2009 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Difficult Students, Teaching tools | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, Taking back the classroom, Tips on teaching

Happy Birthday To Me!

So...today's my birthday.  I'm taking today off....maybe tomorrow too...

July 08, 2009 in Dear Dr. Kirk: | Permalink | Comments (2) | TrackBack (0)

Using New Technologies in Academia

I've been incorporating various social networking sites into my classes and was interviewed about this a couple months ago. Now apparently I am an expert in social media, according to this article...<grin>


June 23, 2009 in Advice for Teachers, Building Credibility, Dear Dr. Kirk:, Teaching tools | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Delaney Kirk, Educational technology, Social media, Social networking

Taking Some Much Needed Downtime...

I'm off to France for ten days so will be taking a short break from posting on this website.  Hope everyone is having a great summer!

May 29, 2009 in Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Off To Run The Pig For A Good Cause

I'm leaving today for Cincinnati to participate in my first half marathon on May 3 with Patti Digh and 11 other women from 10 cities in 8 different states.  We are raising money for Metropolitan Ministries, an organization that helps poor and homeless people get jobs, housing, their lives back together...If you would like to make a donation, click here.

AND Patti's giving away t-shirts!  As she notes, if you make a pledge to Metropolitan Ministries for $5 a mile or more ($65.50), she will send you one of the Life is a Verb Flying Pig half-marathon extravaganza t-shirts! Please be sure to note "Flying Pig--Digh" in the comment line so she will know who to send the  t-shirt to, and send her an email at patti(at)pattidigh(dot)com with your address and t-shirt size.

"Every donation, no matter how large or small, counts, and gives back dignity to human beings just trying to make it, mile by mile."

May 01, 2009 in Dear Dr. Kirk: | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Flying Pig Marathon, Metropolitan Ministries, Patti Digh

Job Opportunity?

As many of you know, I've been teaching at the college level since 1982 and love what I do. However, this job might entice me to leave teaching!

April 30, 2009 in Dear Dr. Kirk:, Teaching Humor | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Murphy-Goode Winery, Social media

Lunch And Learn About "Social Media As A Business Tool"

I'm talking on "Using Social Media as a Business Tool for Recruiting, Marketing, and Customer Service" with the Venice Area Young Professionals in Venice, Florida, today. I'm looking forward to it and hope to learn from them too!

April 28, 2009 in Building Credibility, Dear Dr. Kirk:, Teaching tools | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Social media, Social networks, Young Professionals

How To Handle Students Checking Phone Messages During Class?

Dr. Kirk,

My students think that I am just in another generation because I don't think they should be checking their cellphones during class. Do you have any advice on this matter?

Thank you.


Dear "Another Generation,"

I tell my students that I am teaching them how to be successful in the work world. Their boss is not going to allow them to check for personal phone messages during a business meeting with a client. Thus, I tell them I expect that they come to class on time, turn off their cellphones, etc.  Checking cellphones during class is rude and disrespectful to both me and their fellow classmates.  I put all this on my syllabus and discuss it and why the first day of class. I bring my cellphone to class the first few classes and make an issue of showing them that I turn off my own phone during class.  I also tell them that if they anticipate an emergency call, they should tell me ahead of time (just as they would tell their boss) and put on vibrate.

Here and here are some ways others have handled this issue.

Here's a funny Video on how professor handles cellphone ringing during class (I have to think it was staged but I’m sure it got the students’ attention!)

Just be sure to be consistent in how you handle any student that breaks your policy. I find using humor works for me:

        Student phone rings.

        Me: Stop lecture. Look at student. Say, "That better be for me!" Smile.

        Class: Laughs.  Student looks sheepish and turns off phone.

        And we then go right back to lecture or whatever doing in class.

If it's just a matter of them texting or checking messages, I'll go by the student's desk and quietly tell them to put the phone away during class. Or you might catch them after class and remind them what the policy is on the syllabus.

Anyone else out there have suggestions on cell phone usage in class?

April 03, 2009 in Advice for Teachers, Building Credibility, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Cellphones, Classroom management, Difficult students, Tips on teaching

Great Suggestions On How To Get Students To Participate In Class

Got an email from Dr. Rebecca Plante (Ithaca College) with suggestions on how she gets her students to participate in class. I especially like her idea of giving the students a sense of what type of question she is asking.

Dear Dr. Kirk,
 
In prep for the spring semester, I am doing my ritual reading and thinking about the tasks ahead. I ran across your compilation entry about various basic classroom issues. One issue relates to getting people to participate in class. I have several tips for this.
 
First, the professor sets a pretty important tone from Day One forward. I always use my first class day - even if it's 2.5 hours - to model slices of what the rest of the term will be like. So we laugh a lot, I give them a group activity, we have a group discussion, I clarify the syllabus and my expectations, and I ask them about their expectations (and discuss whether I can accommodate those expectations). The important thing is that, since I want engaged participation all semester, I show them on Day One that I expect it and that it will be relatively painless to participate!
 
Second, the 'painless' aspect of this relates to the way in which I incorporate participation, both on Day One and forward. On Day One, I ask each person to tell me their name when they speak. I try to use at least 3 of the names in subsequent discussion, 'As Joe mentioned earlier...' (and of course in doing this I am also showing the student that I actually value their contribution).
 
When I ask the group discussions to come to a close and be ready to share, I solicit volunteers. People are then confident that they will not be the victim of a 'gotcha'  - they know I will let them signal that they have something to contribute. However, I float in the room during the group discussion, and I am not shy about saying, 'I heard group three discussing the idea of...', and then invite group three to contribute.
 
Third, I learn their names within 4 classes or two weeks, and I use them frequently. I will circulate during small group discussions and practice with my roster - going to each group and eyeballing my roster until I can memorize everyone. 
 
All of this helps communicate to students that I do care to know who they are and that their perspectives matter. This is the initial hurdle. Once it's accomplished, we can move on to the kinds of participation that transcend simple opinion or mere argument. To facilitate this, I also clarify the kinds of questions I ask the class, for example:
 
-This is a fishing expedition. I'm fishing for the right answer, so keep that in mind when you volunteer. If there's one right answer, that means that you may have the wrong one. (With this one, it communicates to all that the student may be wrong and I will need to be able to say 'Enh! Next?' - and feelings don't get hurt.)

-This is a brainstorm question. I'm just looking to gather as much description as I can, so everyone just shout out ideas.

-This is an opinion question. What is your opinion? You don't need to have any evidence at this point!

-This is a narrowing question; we're trying to narrow down the universe of possible answers, so I will press you to be specific.

-This is a 'psychic friends' mindreader question - you need to speculate on this. Who wants to take a guess? (With this one specifically, the 'guess' frame/language makes it clear to all that whomever answers is guessing, not necessarily speaking authoritatively.)
 
Keep in mind that I tell the students which kind of question I am asking - not every single time, like a robot, but most times. How on earth can I expect the students to be comfortable participating when I can easily imagine that they are afraid of looking dumb, not having the right answer, or being made fun of? This approach has worked, over 10 years, to give me high levels of productive participation, even in classes of 235 people (along with also giving me the thing I value most - a relaxed, laughing group).
 
Thanks for doing your website! It's been a valuable resource and makes me feel like others are on the same path, have the same quandaries, etc. (It has also inspired me, btw, to do some regular start-of-the-semester rituals to ease me into the next 15 weeks.)

Sincerely,
Rebecca Plante


January 19, 2009 in Advice for Teachers, Building Credibility, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Classroom management, Student participation, Teaching tools, Tips on teaching

More Tips For The First Day Of Class: Address The Questions Students Have

Professor Bill Cunion (Mount Union College) emailed me yesterday with his suggestions on starting the semester off right. You can hear his voice in the replies he gives to typical questions that students have in figuring out how to be successful in his class.

Dr. Kirk,

I hope the new semester and the new year are going well for you.  It was just one year ago that I attended one of your workshops (in St Petersburg, FL).  One of the many things I picked up was to communicate clearly the expectations for the course on the first day.

When I saw this post on your site earlier this week, I thought you might appreciate seeing how I have incorporated a similar idea in my own classes as a result of your workshop.

I have attached my “PS 105 FAQs,” which addresses the big issues (what is this class?  What are the tests like?) as well as the expectations (attendance, prompt arrival, attention, etc.).  I also share with them the previous distribution of grades, along with my tips on how they can do well. 

Download PS 105 FAQs

Perhaps most importantly, I close the sheet with a question that you started our workshop with: Will I like this course?  I admired the confidence with which you answered that question affirmatively at the beginning of our session, and I think it’s a strong way to start a course.  It does put some pressure on the instructor to follow through, but how can we set high expectations for them unless we expect a lot of ourselves, too?

Thanks again for a great learning experience.  Please feel free to share as you like.

Best,

Bill Cunion


 

January 16, 2009 in Advice for Teachers, Building Credibility, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: First day of class, Setting expectations, Tips on teaching

Former Student Gives Feedback On Importance of Professionalism In The Classroom And Beyond

I posted recently on the importance of professionalism and the fact that I am including professionalism as part of my grading criteria for my classes this spring semester.  I then received this letter from one of my former students at Drake University.      


Hi Dr Kirk,

I had you as a professor at Drake for management/business classes and SHRM.  I have really enjoyed reading Ask-Dr-Kirk for several reasons.  My first reason is that what you say in these blogs, you actually did in the classroom.  Secondly, as a professional, I still find bits of advice I can apply to my working life.  Thirdly, I am glad you stress the importance of business professionalism to your students, as I have seen many students evolve into peers who "just don't get it" in the professional world.

Thank you for stressing professionalism in the classroom and all of the other knowledge you taught me as well.  I know it has helped me not only get into and through graduate school, but also into the working world.  I know I use the skills you taught me (being on time is very important!) in my current position as an  Organizational Effectiveness Consultant.

Have a great day and Happy Holidays,

Holly Sedlacek
BA '05
 

I remember Holly as an excellent, hardworking student who was always on time to class and who was an active member in the Drake University SHRM Student Chapter. Obviously, these professional values and positive attitude have paid off for her. It was great hearing from Holly and her letter reinforces for me why I have continued to teach and mentor for the past 26+ years!

January 12, 2009 in Advice for Students, Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Classroom management, Drake University, impression management, Professionalism, Tips on teaching

What Is A Delaney Card?

Dear Dr. Kirk:

Recently someone told me about a classroom management tool called Delaney cards.  Can you tell me what these are and did you invent them?

Just curious

Dear Curious:

Delaney cards were used by public school teachers to keep track of attendance and grades and to determine seating arrangements in the classroom. You can still obtain Delaney cards here.  And no, I didn't invent these.  They were developed by Edward C. Delaney, a graduate of Harvard University and history teacher at DeWitt Clinton High School in New York City.

September 02, 2008 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (3) | TrackBack (0)

Technorati Tags: Classroom management, Dear Dr. Kirk, Delaney cards, Tips on teaching

What Advice Do You Wish Someone Had Given You When You Were Younger?

Rajesh Setty, author of Life Beyond Code, asks, "What is ONE question that you wish someone had asked you when you were young?"

As I told Rajesh, I recently read the book, Stumbling on Happiness, in which Daniel Gilbert gives examples of how we spend our lives doing things we think will make us happy in the future instead of living in the present.  I find myself obsessed with my “to do” lists with little time to go for a walk in the sunshine or spend time with friends. 

So my question to my younger self would be, “What are you doing to enjoy this day?”

How about you?  What advice would you give yourself? 

July 21, 2008 in Building Credibility, Dear Dr. Kirk: | Permalink | Comments (4) | TrackBack (0)

Technorati Tags: Daniel Gilbert, Rajesh Setty

Overheard In The Hallway: Student Evals

Professor A:  Where else besides academia do you have 100+ people evaluating you every 15 weeks?

Professor B:

Professor A:  Exactly.

July 16, 2008 in Advice for Teachers, Building Credibility, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Student evaluations

Why Don't My Colleagues Enforce Their Own Policies?

Dear Dr. Kirk:

I've noticed that my colleagues usually have policies on their syllabi dealing with tardiness, attendance, late papers, etc., but that many of them do not enforce these.  Any idea as to why this is true?

Professor at Anywhere University

Dear Professor Anywhere: 

There are a variety of reasons why professors ignore undesired behavior by their students.  These include:

  • Lack of training:  They haven’t been taught the skills necessary to handle behavioral issues.
  • Fear:  They are not sure that the administration will support their actions when the student goes to them to complain.
  • Feeling that they are the only one: Other professors don’t seem to care if students are sleeping in class or coming to class tardy.
  • Loss of status:  They don’t want others to know they are having problems controlling their classroom. 
  • Time loss:  It takes time to discuss behavioral issues with students.
  • Loss of temper:  They're afraid of getting angry or upset when confronting a student. Or that the student will get angry or violent with them.
  • Rationalization:  The student knows to come to class on time so why do they need to talk about it?
  • Loss of friendship:  They want the students to like them.

However, once most students understand what is required in the class, they can usually be counted on to meet expectations.  Following your own policies is how you reinforce those expectations.  I tell my students that just as managers can't make their employees do anything in the workplace, I can't make them come to class every day or on time.  But just like a manager, I can set consequences.  And I do this because I want to role model the types of behaviors that will enable them to be successful. 

June 16, 2008 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Difficult Students, Tips for Teaching | Permalink | Comments (7) | TrackBack (0)

Technorati Tags: Class policies, Classroom management, Difficult students, Tips on teaching

Determining The Validity And Reliability Of Rubrics

Dear Dr. Kirk:

I have a question about using a rubric...We have several tasks that we would like students in different programs to do. The tasks would be the same in that the same kind of questions would be asked and the same kind of projects would be done. However, they would be specific to each program (for example - early childhood activities look different from elementary children activities).  If we use a task-specific rubric, would the results give us valid score-based inferences?

Sincerely, JY

Dear JY:

You might check out this article by Barbara M. Moskal and Jon A. Leydens (Colorado School of Mines). As they note:

Although many teachers have been exposed to the statistical definitions of the terms "validity" and "reliability" in teacher preparation courses, these courses often do not discuss how these concepts are related to classroom practices...One purpose of this article is to provide clear definitions of the terms "validity" and "reliability" and illustrate these definitions through examples. A second purpose is to clarify how these issues may be addressed in the development of scoring rubrics. Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products and/or processes of students' efforts.  The ideas presented here are applicable for anyone using scoring rubrics in the classroom, regardless of the discipline or grade level.

Does anyone else have suggestions or resources on determining the validity of a rubric?

May 05, 2008 in Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Reliability, Rubrics, Validity

It's My Anniversary!

Two years ago I started sharing my teaching tips as well as those of others on this site.  Thanks to Tim Johnson and Mike Wagner for encouraging me to become a blogger and to Mike Sansone for teaching me the "how to" skills.  I also want to thank all the readers who have commented on the blog or emailed me with their own tips, stories, and links.  I look forward to another great year of teaching and learning!

April 22, 2008 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Classroom management, Tips on teaching

This Is What Teaching Is All About...Making A Difference!

I spend a lot of time on this website discussing students' inappropriate behavior and how to handle this.  It was refreshing to get this email yesterday...

Dear Dr. Kirk:

Have you ever had a class move you so much that you actually choked up the last class period?  In 13 years of teaching, that’s never happened…until today.  My MBA class on Leadership this semester has been nothing short of spectacular.  We did our presentations (theme: how will you change because of this class) this weekend.  Thirty-eight of the highest quality presentations I’ve ever heard grad students give…these folks are going to change the world.  About a quarter of the class have quit their jobs or begun a career search because of the content of this course.  I had a student today (woman approaching 50, divorced, raised two sons by herself, been at the same company for 20 years, always just did what she needed to do to survive) who announced that she had applied for a job in New Mexico where she’s really wanted to live…because of this class.  She elicited the first standing ovation from her peers I’ve ever witnessed in 13 years of teaching.  In my closing comments, I actually got choked up and teared up a bit (nothing compared to what happened later when I was alone in my office).  I know I’ve had an impact on students before, but never on this large of a scale.

I’m still flying from the experience in class.  I’ve received many wonderful and heartfelt emails from students since class was dismissed yesterday.  Here's an example: 

"We’re all in debt to you for the atmosphere you created.  Leadership may be about leading others, but first you have to lead yourself in the right direction.  I have never been able to say that for myself until now.  THANK YOU, Professor, for such a phenomenal experience."

All I can say is WOW!  This is what teaching is all about...

April 08, 2008 in Advice for Teachers, Classroom Management, Dear Dr. Kirk: | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Good teaching

How Do I Teach A Really Small Class?

Dear Dr. Kirk:

I enjoy your articles immensely.  I have a question that I haven't seen addressed in your "Ask-Dr-Kirk" e-letter.  I am teaching a 'tiny' (4 student) undergraduate section this Spring ("Crime and Victims").  We all say we want smaller classes, but this presents itself as a challenge to me.  With such a small group I'm somewhat nervous about what the dynamics will be and how best to approach the semester with them.  My materials are prepared for a class of at least a dozen, but this term, for a variety of reasons, there are only 4 in the class.  I'm thinking of doing it even as a one-on-one kind of tutorial/independent study approach, but I'd rather not have to do that.  If you have covered this situation before, I'd love to know some of the feedback you've gotten.  I can't seem to find any articles online in general periodicals which address this question.  Thanks--and keep inspiring us!

Dr. John R Gehm (University of Sioux Falls)

Dear Professor Gehm,

Thanks for the positive feedback.  Re your question, we think we would like smaller classes but there really needs to be a critical mass!  I haven't had a class quite that small but occasionally will have one of 12 or 14 students.

Some of the challenges are that you usually get through the lecture materials faster; you have more class time as presentations and discussions don't take as long; absences are more notable; and it can be difficult to do some of the group activities.  In addition, I think it's harder to keep a serious learning environment as the class tends to be so informal.

I would develop a list of activities and application exercises for those days that you finish up early.  I also might treat the students as teaching assistants or interns.  The students could bring in relevant newspaper or journal articles, do internet research, interview people in the law enforcement field, etc., and "teach" the rest of the students.  They could also develop a class portfolio of informational sources and maybe write their own cases/scenarios that could be used as teaching tools.

With your permission, I am putting your letter on the blog.  Has anyone else out there experienced such a small class size or have any ideas of what Dr. Gehm could do?

Good luck with your class.  Let me know how it goes.

Dr. Kirk

February 12, 2008 in Dear Dr. Kirk:, Pedagogy, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Class size, Delaney Kirk, Tips on teaching

I Need A New Computer

I'm in the market for a new laptop.  I've been using a PC for the past 15 years ever since Drake University decided to move from Apple computers to PCs for all College of Business faculty.  I keep hearing how user-friendly the Apple computers are.  Any advice from others who have made this decision lately?  What should I get?

January 23, 2008 in Advice for Teachers, Dear Dr. Kirk:, Teaching tools | Permalink | Comments (13)

Technorati Tags: Computer shopping

FAQ’s: Letters To Dr. Kirk About Common Student Issues

I'm teaching a two day workshop at the University of Akron this week and one of the sessions is titled "Ask Dr. Kirk," where faculty can ask me questions on teaching and managing their classroom.  I thought I would share some frequently asked questions below:

  • What if I don't know the answer to a student's question?
  • How do I get quiet students to participate in class?

  • How do I get my students to come to class on time?

  • I look very young for my age and am having trouble getting the students to take me seriously.

  • How do I handle sensitive issues in the classroom such as a student with strong body odor?

  • How do I deal with students whining about doing their homework?
  • How do I do a good job teaching and have a personal life too?
  • My university is switching to doing evaluations online.  Will this affect my rating by the students?
  • Can you give me some tips on making grading easier?

January 18, 2008 in Classroom Management, Dear Dr. Kirk:, Difficult Students, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Ask Dr. Kirk, Classroom management, Difficult students, Tips on teaching

Does Anyone Use Jigsaw Assignments In Class?

A professor at the University of Wisconsin-Madison contacted me yesterday wanting to know if I had ever used "jigsaw" assignments.  I haven't but did find this great explanation of the technique posted by Barbara Tewksbury (Hamilton College).  Does anyone else out there have experience with these at the college level?

January 11, 2008 in Dear Dr. Kirk:, Pedagogy, Teaching tools, Tips for Teaching | Permalink | Comments (7) | TrackBack (0)

Technorati Tags: Jigsaw assignments, Teaching tools, Tips on teaching

Getting Students To Participate

Last October I received an email from a professor asking me how to engage students who will not speak, ask questions or participate in any way.  I responded with suggestions here.

I recently heard back from her:

Happy New Year...I used all your suggestions and......they talked! The small group approach worked especially well. I guess "safety in numbers!"...Thanks Again...

Putting students into small teams and assigning them something to discuss helps create a comfort zone as well as emphasizes that you expect participation.

January 10, 2008 in Advice for Teachers, Dear Dr. Kirk:, Difficult Students, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Ask Dr. Kirk, Classroom management, Quiet students, Student participation

Tips On Making Grading Manageable

Dear Dr. Kirk:

I hate grading.  I tend to put it off as long as possible and my students get upset because they don't get prompt feedback.  Any suggestions?

Not Really a Procrastinator But....

Dear Not a Procrastinator:

There are several things you can do to make the grading more manageable.  First of all, be proactive--lay out your assignment schedule so you're not giving tests and papers all the same day.  Try to schedule the due dates toward the end of week so you have the weekend to grade.  Be sure and look at your family and personal obligations in determining when these deadlines and exam dates should be.

Also, set expectations with your students.  If taking up papers to grade, give them a date you will have these back to them so they won't expect instant feedback.  Explain that you want to take your time in order to do a good job.  I aim at the next class period to give back exams and two weeks for feedback on papers.

My best advice is to start your grading right after class.  I gave an exam to 43 students last Monday in a class that ended at 6pm.  Afterwards, I drove to a local restaurant, ordered dinner, and graded tests for three hours giving me a big jump on getting these done.  It made it much easier to come back to the grading the next day.

Giving prompt feedback to your students will help them improve on future assignments as well as make them see you as organized and professional.

Sincerely,

Dr. Kirk

November 26, 2007 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Classroom management, Dear Dr. Kirk, Grading, Tips on teaching

Book Tag

Angela Maiers of Maiers Educational Services, Inc. has tagged me with the following questions:

Last book read: 

  • The Know-It-All: One Man's Humble Quest to Become the Smartest Person in the World by A.J. Jacobs

Last book bought:

  • Blink: The Power of Thinking Without Thinking by Malcolm Gladwell

5 meaningful books (I chose my favorites on teaching):

  • Classroom Assessment Techniques by Thomas A. Angelo and K. Patricia Cross
  • What The Best College Teachers Do by Ken Bain
  • McKeachie's Teaching Tips by Wilbert J. McKeachie
  • Tools for Teaching by Barbara Gross Davis
  • Tips & Thoughts on Improving the Teaching Process in College by Joe Ben Hoyle (free ebook)

Can I include my own book on teaching?  Taking Back the Classroom: Tips for the College Professor on Becoming a More Effective Teacher

I'm tagging Timothy Johnson, Vicki A. Davis, Tammy Lenski, Liz Strauss (all people involved in educating others)

November 19, 2007 in Books, Dear Dr. Kirk: | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Angela Maiers, Liz Strauss, Tammy Lenski, Timothy Johnson, Vicki A. Davis

Teaching Tips In Today's Chronicle Of Higher Education Work For Professors At All Levels

The Chronicle of Higher Education has a series of articles for community college teachers in today's edition.  In one titled, "A Dozen Teaching Tips for Diverse Classrooms," Piper Fogg notes that, "Community-college students require teachers who are engaging, creative, responsive, and energetic — and who understand their students' needs. Professors have to be up on the latest teaching methods, know which of them work for their students, and be flexible enough to change when something isn't working." 

Obviously, that's true of four year college professors also.  I was asked to contribute tips for the article and Piper included this one:

While setting realistic expectations is important, you must also share them with your students.  If you are a stickler for grammar, let it be known on Day 1, advises Delaney J. Kirk, a professor of management at the University of South Florida at Sarasota-Manatee. Tell students if you give grace periods for assignments or if you will not tolerate tardiness. "Have a rationale so the policy is seen as reasonable," says Kirk, the author of Taking Back the Classroom: Tips for the College Professor on Becoming a More Effective Teacher (Tiberius Publications, 2005). After explaining your philosophy, take time to learn what students expect of you as well: Teaching is a two-way street.

I like to explain to my students that just as I expect them to come to class on time, turn off their cell phones and turn in their assignments when due, they can have similar expectations of me.  Thus, I promise to:

Be fully prepared for class (including all handouts and Blackboard up and running) and ready to start the class on time. 

Turn off my cell phone and make sure that I make the class time valuable to the students who attend.

Grade quizzes, papers, and exams promptly with the goal of returning these to the students by the next class period.

Encourage students to ask questions during class, by email, or during my office hours and responding to these quickly and completely.

Treat all students with respect.

I find that by spelling out both sets of expectations, the students are more willing to be professional in their approach to my classes.

October 26, 2007 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (0) | TrackBack (0)

Technorati Tags: Classroom management, Delaney Kirk, Tips on teaching

What If I Don't Know The Answer To A Student's Question?

Dear Dr. Kirk:

I am fairly new to teaching and occasionally I will have a student ask me a question in class and I don't know the answer.  Should I (a) fake it, (b) request that the student research the question and bring the information back to the class, or (c) admit to the student that I don't know?

Not Really Clueless, Just Don't Know Everything

Dear Not Clueless:

Let's look at your options:  Faking the answer won't work in today's high tech world...I've had students google the answer on their laptop while in class.  Assigning the student the task of finding out the answer sounds good but will feel more like punishment and discourage other students from asking questions.  The right answer is (c) admit you don't know but that you will find out and get back to them.  Students don't really expect you to know everything and will appreciate that you are honest enough to admit that you don't.  You gain points with them, however, if you find out and share the answer with them the next class period.

October 25, 2007 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Tips for Teaching | Permalink | Comments (2) | TrackBack (0)

Technorati Tags: Classroom management, Dear Dr. Kirk, Tips for teaching

Getting Quiet Students To Talk In Class

Dear Dr. Kirk:

I teach a Masters level class at X University with 23 students.  I cannot get them to speak, answer questions, or participate in any way.  What can I do to engage them?

Dear Professor of Quiet Students:

As a former manager and someone who teaches management, I can tell you that you get what you reward.  Are you rewarding for participation?  You could build in points for this in the course or even give extra credit points.  First of all, be sure to tell them your expectations that they will speak up in class.  Perhaps explain WHY you want them to talk (because will have to in their careers?  So that you can see if they understand the material?  So they can learn from each other?)  Also make it easy for them to begin.  Put the students into small groups (3-4) and assign them a task where they have to write down answers.  Then tell them to pick a spokesperson to report back to the class.  You will need to build a “new culture” for your classroom where students talk.  (another hint:  don’t ask IF they have questions, ask WHAT questions they have).  Good luck.  Let me know how it works out.

October 19, 2007 in Advice for Teachers, Classroom Management, Dear Dr. Kirk:, Teaching tools, Tips for Teaching | Permalink | Comments (3) | TrackBack (0)

Technorati Tags: Dear Dr. Kirk; Classroom management; Quiet student, Student participation; Tips for teaching

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Recommended Reads

  • Ken Bain: What the Best College Teachers Do

    Ken Bain: What the Best College Teachers Do

  • Thomas A.  Angelo: Classroom Assessment Techniques : A Handbook for College Teachers

    Thomas A. Angelo: Classroom Assessment Techniques : A Handbook for College Teachers

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