Ask-Dr-Kirk

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.

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. 

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?

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!

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...

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

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?

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'm new to teaching and get nervous in front of the classroom.  Can you give me some tips to help?

• 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?

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?

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.

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

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)

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.

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.

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.

Thank You Note From An Ex-Student

Just got the following email from one of my students from last spring semester:

Dear Dr. Kirk:

I hope you are doing well.  I wanted to drop a quick line and say that I really did enjoy your class very much last semester.  I really learned a lot and unlike many classes where I learn a lot of information, I think I retained quite a bit instead of doing a brain dump at the end of the semester.

I am still on target to graduate next May with only 4 classes left so I may be looking into a career in Human Resources.  It just seems to be work I would enjoy, so who knows. The really nice thing is that due to your HR manager interview project I have a great contact in the department who is willing to help me out.

I hope you are well, and thank you again for everything!

<Student>

This letter made my day!!

Rajesh Setty "Quoughts" Me

Rajesh Setty at Life Beyond Code asks, "What is the ONE important question a person should ask himself or herself in 2007?"   He calls these questions, Quoughts, as in "questions that provoke thought."  Today he posted my answer at his weblog.

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 article_on_online_teaching_evaluations.doc

Trust Me. Your Students Want You To Be In Charge

On those days when you are wondering if you have the time and energy to address student issues such as tardiness, or whining, or late papers, remember that the majority of the students are looking to you to manage your classroom.  I received the following email from a student in an engineering program at a large state university that I think illustrates the importance of being in charge.

Dear Dr. Kirk:

I returned to college at the age of 46 to complete a bachelor’s degree I had begun at age 18.  I was absolutely appalled at the behavior of my younger classmates.  The thing that shocked me the most was the amount of whining the students were doing – and the willingness of many instructors to give in to their ridiculous demands.  My worst experience: an economics instructor who, on the day of an exam, let the class convince him to make a 50-question multiple choice test a group project.  The students wanted to collaborate with previously assigned team members and turn in only one test per group. I was flabbergasted when the instructor said that would be OK as long as no one in the class objected.  I objected.  Loudly.  I was booed by the class.  Loudly.  I told them to grow up.  Loudly.  The instructor then said that since I had objected, we had to take the test individually.  More booing ensued.  He gave in.  I refused to collaborate with anyone and took the test individually.  When I turned in my paper, the instructor said, “I’m sorry you’re upset, but what’s the big deal?  This isn’t worth that much of your grade.”  My response: “You want to know what the big deal is?  The big deal is that you run this class like a preschool.  It’s supposed to be college." 

Five Things You Didn't Know About Dr. Kirk

Liz Strauss at Successful-Blog.com has tagged me...I've been asked to share five things about myself that others don't know. So...

1.  I used to be an accountant before I became a college professor and started teaching management courses.

2.  I have two cats: Growltiger and Chairman Meow Tse Tung.

3.  I'm writing a novel (I know, I know...everyone's writing a novel).  I have 15,000 words so far and am aiming for 50,000 or so.  It's the story of four generations of bizarre but interesting Southern women (my life thinly disguised).

4.  Last spring, I marched with two of my best friends (Laura and Cindi) in a parade in Jackson, Mississippi, as a Iowa Blues Sweet Potato Queen.  Rumor has it that there are photos...

5. In February 2006, on one of those gray cold snowy days in Iowa, I decided that I would spend my next winter in a warm place.  The next day I asked my dean for a one year leave of absence, put my house up for sale, found a place that I wanted to live in Florida, and then set off my resume to all the universities in the Tampa Bay area telling them I was available.  The good news is that the University of South Florida-St Petersburg hired me as a visiting professor.  Yes, I am a risk taker...

OK, my turn.  I tag Patti Digh, Mike Wagner, Tim Johnson, Kenneth W. Davis and Cuileann McKenzie. Tell us five interesting things about yourself that most people don't know.

 

More Tips For Handling Absenteeism and Tardiness

I give my students two “personal” days that they can use to miss class for any reason.  They are expected to let me know by phone mail or email that they are taking one of their personal days before the actual class meets.  This policy means I don't have to make judgment calls on the students’ excuses for absences.  In addition, three tardys count as an absence.

Another method I have used is to give random pop quizzes at the beginning of the class.  I don't allow makeups for these quizzes; students must be present and on time to take the quiz. 

Any other suggestions on how to handle absenteeism and tardiness?  Next semester I am considering conveying the class policy that they have to attend each day on time but then letting the students decide what the consequences should be if someone misses or is late.

My 15 Minutes of Fame

It's been an interesting day.  Mike Wilson, an Associated Press Reporter, did a story titled, "Iowa Professor Tackles Uncivil Students" about my workshops on classroom management which was picked up by 134 newspapers and news websites all over the United States as well as France, Great Britain, and Canada.   I have been receiving emails all day.  Most were from professors thanking me for my work and sharing their own "difficult students" stories.  Some sent me tips for handling problems with cell phone usage, tardiness, late papers, etc. which I will share in this blog later.  Several high school teachers wrote expressing surprise that college students sometimes behaved the same as their own students.  A radio talk host emailed asking to do an interview.  A university in Canada ordered 80 copies of my book.  And a very generous business owner offered me a free weekend at a B&B for representing Iowa in a positive manner (maybe I looked like I needed the time off!)

How Do I Get My Students To Come To Class On Time?

Dear Dr. Kirk:

I'm having trouble getting some of my students to come to class on time.  I have a policy on this in my syllabus but it doesn't seem to matter.  Any suggestions?   

...Professor with High Expectations

Dear Professor Expectations:

The first step is to inform your students about your policy on coming to class on time. Explain to the students that they will be required to go to work every day and on time when they get into the workforce and that you are helping them role model these behaviors.  Also, note that coming in tardy is disruptive to the other students and disrepectful to you.  Keep in mind that they may not remember the syllabus policy so remind them of your expectations.

However, just as managers can't make their employees do anything in the workplace, you cannot make the students come to class on time. But you can set consequences and enforce these;  be sure to be consistent in applying the rules.  Pull any tardy student aside after class and ask the student if he or she knows what the policy is on tardiness. Remind the student that coming to class on time is part of the requirements of the class.  If students come in late and you don't address the issue either immediately or after class, you have essentially said the tardiness is ok.  If you don’t handle this issue, you will find other students will begin to come in tardy also.

Here is a script to use in talking to that student who comes to class late. 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. 

Good luck in taking back your classroom!   

Dr. Kirk

A Good Teaching Day

Some days are better than others in the teaching field.  Today was a good one.  Here's an email from one of my students sent immediately after class.  How many of your students are concerned that their three point paper (out of 450 points total in class) was not up to their own standards?

Dear Dr. Kirk,

Please find the attached document that contains the application paper that was due for today's class meeting. I am sending you this copy since the copy that I presented in class was not up to my standards. I had to give you a low standard copy in class because I left it [the revised copy] back at my house and I did not have money in my USF ID card to print at the University.

Thank you for your understanding. Best regards.

<Student’s Name>

Can you see me smiling?  Today was a good teaching day.

I Look Too Young to be a College Teacher!

Dear Dr. Kirk:
I found your Contract on Classroom Behavior online and I would like your permission to post it on my Blackboard site.  Students have often had strange responses upon first meeting me in the classroom.  I am a youthful looking African American woman of 41 years of age.  I could probably pass for about 25-30.  My colleagues and I have noticed that students are becoming more and more rude.   They become too comfortable, too familiar, too...I can't find the right word.  Can you give me some tips as to how to cope?                        

...In New Teaching Position on East Coast

Dear New:
Teaching has become more challenging in the past few years because college students have become more aggressive and demanding.  Inappropriate student behavior has become such a serious issue that schools such as the University of Arizona have developed a video of “bad classroom behavior” that they show to all their incoming freshmen.

Professors who are or look young, are female and/or are a minority faculty member seem to have more issues getting the respect of their students.  Thus, it's important that you dress and present yourself as a professional.  Introduce yourself with your title of Dr. or Professor (you don't even have to put your first name on your syllabus).  Establish your credibility the first day of class by sharing your work experiences and why you are the best person to teach that class.  Determine your classroom policies and put these on your syllabus.  Address behavioral issues as they occur.

It's said that we teach others how to treat us.  Thus, be sure that you demand to be treated the way you deserve.  This will be a good lesson for your students in how to be successful once they get out into the work world.

technorati tags: Classroom management Tips for teaching Delaney Kirk

Tips to Deal With Anxiety the First Day of Class

Dear Dr. Kirk:
Can you give me some tips to deal with nervousness?  Even after five years of teaching, I still find myself anxious upon entering the classroom.   
Nervous Nelly

Dear Nelly,
Each new semester as I walk into my classroom, I am a little nervous...even after 25 years of teaching experience.  And it’s OK.  I think when I get to the point where I don’t feel this anxiety, I won’t be as effective a teacher.  Research shows that speaking in front of a group of people is the thing that people dread the most, even more than death.  Compound this with the desire to get off to a good start as you will be walking into that classroom for the next four months or so and you can understand the nerves.

Suggestions to help:

Try developing a routine to help with the nervousness.  Take a short brisk walk before class to loosen up your body and prevent your knees from shaking.  Twirl your wrists and gently shake the stress out of your arms.  This helps to increase your circulation which in turn will reduce anxiety.  Be sure and relax your shoulders; people tend to “hunch up” their shoulders when tense.  Do some deep breathing. 

Get there early/walk around and get familiar with room, podium, how seats are arranged etc.

The first few minutes are crucial.  Your students are making judgments about you and the course.  Everything (how you dress, walk, present yourself) are clues as to your personality and credibility. Walk briskly and with purpose into the classroom.

Chat with students as they come into the room to make yourself (and the students) feel more comfortable.

Acting confident and enthusiastic about what you will be doing that first day will help you feel that way.  Don’t ever say that you are nervous as this makes the students uncomfortable and you will lose credibility with them.

Also, never tell your students that this is the first time you have taught this particular course.   You know more about the topic than they do so they won’t be able to tell unless you tell them.  Let them think you are an expert.

Use notecards or form to gather information about your students (name, email address, past class experience with the topic, work experience, etc).  This takes the focus off you and onto the task which gives you time to get comfortable.

As you begin, make eye contact with two or three people in various parts of the room.  You are essentially beginning to build a relationship with your students.

Be enthusiastic about being in the classroom so that they will be also.  Don’t just stand behind the podium but move around and move toward them.  Look happy to be sharing your knowledge with them.

Start with something that is easy for you to talk about.  Tell a story you’ve told often before, read something that is relevant to the class from the newspaper, share something from your days as a student.

Above all, picture yourself doing a great job.  Talk positively to yourself:  "I can’t wait to get in there and help these students learn.”

technorati tags: Tips for teaching Performance anxiety Delaney Kirk Ask Dr Kirk

Please Don't Send Me Nude Photos!

Dear Dr. Kirk:

I have colleagues and acquaintances who forward me jokes and photos that I find inappropriate.  I have tried asking them not to send these items as my e-mail address is through my university.  However, sometimes what they think is acceptable and what I find appropriate is not the same.  Any suggestions for how to politely deal with these people?               Not Really A Prude But...   

Dear Not A Prude,

I too have had this problem.  In fact, a recent survey of trends in employee computing found that, "12 percent of employees said that they have had a co-worker, friend, or acquaintance send a link to their work email address that they considered offensive."   Dave Lorenzo recently commented that he believed this number to be quite low and noted that he received "at least one item each day that is at least mildly 'blue.'"

You might create a separate personal e-mail account and ask those people to use it.  Or you might block all e-mail from those sources.  However, I think the best approach would be the direct one: simply e-mail them back and ask them not to send you any jokes or photos, that you are concerned you will not be perceived as professional if your chair or dean were to see these e-mails. 

Anyone else have suggestions as to how to handle this?

technorati tags: Offensive e-mail Dave Lorenzo Delaney Kirk

Dealing With Sensitive Issues

Dear Dr. Kirk:
Recently, one of my students came to me complaining about another student, “Bob.” According to the student, Bob has such an offensive body odor that students don’t want to sit next to him and his team doesn’t want to work with him.  This is the first time I've encountered a problem like this and I really don't know how to handle it.  What should I do?     Awkward in Boise

Dear Awkward,
Your first instinct may be to either ignore the problem or to confront Bob and tell him to take a shower.  However, there are a number of issues here that you should consider before talking to Bob.

Ignoring the problem probably won't make it go away.  Before taking any steps though, you need to verify the accuracy of the complaint.  It could be that the other students just don’t like Bob and want to embarrass him.  Ask Bob to see you after class and make your own first hand observation to make sure there really is a problem. You want to be sure that the student who complained to you didn't have an ulterior motive.

Be aware that the body odor issue could be covered by state or federal discrimination laws.  For example, the odor could be caused by a medical condition and thus fall under the Americans with Disabilities Act.  Or, it may be the result of an ethnic diet which could be covered by Title VII of the Civil Rights Act.  Don't make assumptions as to what is causing the body odor.  For example, don't assume that it is the person's diet and ask that Bob change his eating habits.

If you have determined that there is a body odor problem, approach the student with tact but state the facts.  Tell the student he has a problem that is affecting others and that you expect him to take care of it.  Be sympathetic but direct. Conduct the conversation one-on-one in your office or in a private area.  Do ask for suggestions on what Bob thinks he could do to solve the problem.  Perhaps he is coming straight to class from working out at the gym and could reschedule his exercise time.  Be sure and check up afterwards to make sure the problem is solved and that the students are not teasing Bob.

Although problems like this may be embarrassing to deal with, they are more common that many people realize and can range from heavy perspiration odors, lack of regular bathing, or too much perfume.  Many times the student doesn't realize that the problem exists until confronted.  Thus, it's important to preserve the student's dignity and handle the issue with tact.

technorati tags: Difficult students Body odor Ask Dr. Kirk

Are Your Students Whining About Doing Their Homework?

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?

technorati tags: Classroom management Delaney Kirk Difficult students Teaching effectiveness

Can I Be A Good Teacher and Have a Personal Life Too?

I recently received an email from Katherine, an adjunct instructor who teaches three different business courses at a community college in Illinois.   She writes:  "I can't seem to get organized in finding time to have a life. How can I structure my courses so that my students are engaged and I don't have so much work to do?  I am staying up until 3-4:00 a.m. and then getting up at 5:00 for an one-hour drive to the college."

This is an issue that I think we all struggle with.  We get into teaching because we care about our students and want to do a good job of educating them.  But as Katherine states, we can spend a lot of time preparing for classes and grading that doesn't always seem productive. My answer to her:

Hi Katherine,
It's hard to answer this without knowing what you are teaching. I try to schedule class activities that will be beneficial but not require as much grading. So in a class of 40 students, instead of doing individual papers, assign group projects/presentations to teams of 4-5 students.  Put together a grade sheet that allows you to check off comments instead of writing all these on each paper.  Give tests that are partially objective (for example, in HR Management classes when I am teaching about employment laws, I can give the students a scenario and then ask which law applies and they can answer this in M/C format).  Assign homework and then randomly pick which problems you will grade.  After giving back tests so students can see how they did, take these back up and keep them/use some of the questions again another semester.

How about you?  How do you schedule your workload to satisfy your intrinsic motivation to be a good teacher and yet also have time to have a personal life?

technorati tags: Effective Teaching Delaney Kirk Advice on teaching