Ask-Dr-Kirk

Resource For Writing Papers

Here's a great resource if you're writing a research paper. The Chicago Manual of Style Online answers questions on abbreviations, ampersands, capitalization, commas, and more. Their answers are both informative and witty. They even answer something I've wondered lately...is it one space or two after a period in a sentence?

Thanks to Colin at IdeaWorks.com for sharing this link.

How Do I Handle Students Who Text In Class?

Dear Dr. Kirk:

Hello.  I am currently in the process of developing a faculty training workshop at my university and would like to know how you handle students who text in class, use cell phones and laptops.  I am presenting this topic in my training and would like to know a few strategies.  Thank you!!  Lisa

Dear Lisa,

Good question.  We are having these classroom management issues at all universities.  It seems to be a reflection of today’s society that college students think they can text, read, talk to each other, etc., and still listen to your lecture and class discussions.

It’s important to decide on your classroom policies, communicate these in writing on your syllabus and in person the first day, and then to follow up asap when someone doesn’t comply.  I tell my students I’m letting them know my pet peeves right up front, something they would want their boss to do so that they don’t get fired!  I also tell them I’m modeling behavior to be successful in the workplace—you wouldn’t text in a meeting with your boss.

Here are a couple essays I’ve written on the topic that you might find of interest.

Set Zero Tolerance in the Classroom

How To Talk to Student Who Doesn't Follow Class Policies   (This one targets tardy students but could be adjusted for other types of undesired behaviors).

Good luck with your workshop!  Dr. Kirk

Directory Of Edubloggers

This site is a directory of blogs by educators from all over the world.  Search under "higher education" or other topics to pull up a list of relevant weblogs.

Book On Collaborative Learning Techniques

Collaborative Learning Techniques by Barkley, Cross, and Major is a well-written handbook that contains 30 group work techniques that you could use in your classes.  These include ways to get your students involved in class discussion, techniques for problem solving, and various writing exercises.  In addition, the authors include examples of how teachers have used the techniques in a variety of classes.

Don't Believe That Urban Legend: Research Shows That Girls Are Just As Good At Math As Boys

A recent study of more than 7.2 million students found that on average there is "no difference in math scores for girls and boys in grades 2 through 11."

The research indicates that the statement made in 2005 by former Harvard University president Lawrence Summers "that boys are more likely to be math geniuses" is incorrect.  The data shows that "girls scored in the top 5 percent almost as often as boys."

Part of the problem is assumptions.  "Both parents and teachers continue to hold the stereotype that boys are better than girls [at math]," said psychologist Janet Hyde of the University of Wisconsin at Madison, who led the study. "That's just not accurate."

Do It Anyway

Dr. Bonnie Jones (University of South Florida-Sarasota) closed our faculty meeting yesterday with the following that I thought I would share with my readers.

The Paradoxical Commandments by Dr. Kent M. Keith

People are illogical, unreasonable, and self-centered.
Love them anyway.

If you do good, people will accuse you of selfish ulterior motives.
Do good anyway.

If you are successful, you will win false friends and true enemies.
Succeed anyway.

The good you do today will be forgotten tomorrow.
Do good anyway.

Honesty and frankness make you vulnerable.
Be honest and frank anyway.

The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds.
Think big anyway.

People favor underdogs but follow only top dogs.
Fight for a few underdogs anyway.

What you spend years building may be destroyed overnight.
Build anyway.

People really need help but may attack you if you do help them.
Help people anyway.

Give the world the best you have and you'll get kicked in the teeth.
Give the world the best you have anyway.

Great advice as we begin a new semester teaching and researching.

Teaching Workshop At University Of South Florida-Sarasota

I'm teaching a two hour workshop on "Taking Back the Classroom: A Proactive Approach" for my colleagues at the University of South Florida in Sarasota today.  My agenda will focus on the first day of class and includes topics of:

• Building credibility and making connections
• Impression management
• Setting expectations
• Engaging the students
• Classroom management

There's always something exciting about the possibilities of a new semester.  As faculty, we get a "do over!"

What Do Your Students Call You?

Question:  Should you let your students call you by your first name or insist on a more formal title?  Does your decision affect how the students perceive you?  My opinion (and Professor Amanda I. Seligman's) here.

More Icebreakers For Classes

Lots of icebreakers to use the first day of class can be found here and here.

Building Lifelong Learners Through "Anti-teaching"

Dr. Michael Wesch (Kansas State University) writes his thoughts on anti-teaching:

"Teaching is about providing good information. Anti-teaching is about inspiring good questions. Since all good thinking begins with a good question, it struck me that if we are ultimately trying to create “active lifelong learners” with “critical thinking skills” and an ability to “think outside the box” it might be best to start by getting students to ask better questions."

As faculty, we are experienced in presenting explicit knowledge on a particular subject.  However, because of the way information changes so rapidly in today’s society, we want our students to also have tacit knowledge, which is knowing how to get things done, and is gained from experience and practice.  Thus, we encourage our students to be life-long learners who are able to keep their knowledge up to date.  We must create a class environment where students ‘learn how to learn’ and can apply their knowledge and skills in the unpredictable environments they will face in their lives and careers.  Maybe some "anti-teaching" is the way... 

Icebreaker Questions For The First Week Of Class

Professor Rosalyn Zigmond (University of Colorado at Boulder) advocates using provocative questions to generate discussion in class.  She does this to cultivate an interactive climate that "engages all students, empowers them to initiate conversations, and stimulates their knowledge construction."  She includes examples of what she would consider a good question.

Download ask_a_provocative_question.pdf

Some Tips And Resources To Help You Put Together Your Syllabi For The Upcoming Semester:

Developing a "promising syllabus"

Article on "Preparing an effective syllabus"  Download preparing_syllabus.pdf

Designing a syllabus for a new class

If your syllabus could talk

A little humor as you prepare your syllabi

 

Put Your Policy On Texting, Emailing, Or Surfing During Class On Your Syllabus

Professor Cara Finnegan (University of Illinois at Urbana-Champaign) shares her policy on texting or using computers to email or surf during class as well as her reasons for this.

Quote of the Day

Whenever you are asked if you can do a job, tell 'em, 'Certainly I can!' Then get busy and find out how to do it.   Theodore Roosevelt

How To Get A Great Letter Of Recommendation From Your Teacher

Mark Montgomery gives great advice for high school students on how to get letters of recommendation for college.  Much of his advice would also work for college students wanting letters from faculty in order to apply for grad school or to get a job.  Some tips include:

Establish a Relationship with Your Teachers:  Well before you decide which teacher will write your LOR, you need to consider that a teacher will not know you very well unless you make an effort to get to know the teacher. Participate in class. Ask questions. Work hard. Go above and beyond what is required, to demonstrate your interest, your fortitude, your proficiency. Show up before or after school to ask questions, shoot the breeze, or comment about the course content. Express interest not only in the class, but in the teacher. Obviously, you will get along better with some teachers than with others. So focus your efforts on developing relationships with the teachers with whom you share some connection, some affinity.

Consider the Timing of Your Request for an LOR:  Teachers are busy people. Don’t wait until the last moment to request an LOR. Don’t ask right after your midterm or final exam—when they are still grading stacks of papers...Look at your own deadlines...and consider requesting the LOR at least a couple of months before the deadline. Be considerate and respectful.

Pop the Question:  When you meet with your teacher to request an LOR, you will likely be nervous. Try not to worry. Teachers field these requests all the time, and they expect to be asked...Don’t make the request via email or over the telephone. Do it in person: it makes a better impression. Your question can go something likes this: “Ms. Baker, out of all my classes, I have enjoyed yours the most. I feel that I’ve learned a lot from you. I like the material we are learning, and I think you’re a great teacher. I also think you bring out the best in me. I would like to ask whether you would be willing to write a strong letter of recommendation for me ... Of all my teachers, I think you know me best, and I’d be pleased if you would write my recommendation.” You want to be complimentary of the teacher, but you also want to convey a sense of pride in the work you have done in the class. Brown-nosing won’t work. But if you have built a good relationship with this teacher, he or she will be delighted to give you an enthusiastic “yes,” if you craft your request in this way.

Provide Your Teacher With Adequate Information:  After your teacher answers an enthusiastic “yes!” to your request, you should present him with a slim folder with everything the teacher needs to fulfill your request. The folder will contain a variety of documents [such as resume, where to send letter, note of thanks]  that will help him in writing a detailed letter filled with anecdotes about your skills and abilities. Presenting this folder immediately will convey how seriously you take the teacher—and the recommendation.

I always ask my students to give me a short list of what they perceive to be their strengths and weaknesses so that I can use this information (assuming I agree) to write a persuasive letter.

Taking Back The Classroom Tips

TIBERIUS PUBLICATIONS has released the third printing of my book, Taking Back the Classroom: Tips for the College Professor on how to be a More Effective Teacher.  You can order now through the TIBERIUS website, Amazon, or Barnes & Noble College Bookstores.

How Long Should Students Wait If Their Professor Is Late To Class?

I asked the advising coordinator of the University of South Florida-St Petersburg how long students were expected to wait if a professor was late to class and got this reply:

I have never seen a written policy on this question.   I've heard the rumor about waiting 15 minutes for a prof with a masters, 30 minutes for a PhD....but I have never been able to locate a formal policy.  (And if I were a student, I would be sure to be the last one to leave, however long the rest of them waited).

When I asked my students, I got all types of answers ranging from five minutes to 30.  Has anyone ever seen an actual policy on this?

Template For Getting Permission To Use Internet Site Material

Dr. Mary Ann Bell (Sam Houston State University), shares this source:  It's a template for requesting material from an internet website to use in your classes.  It would be a good thing to share with your students to help them understand they need to cite information found on the web.

Free ebook: Designing Courses For Significant Learning

Dr. L. Dee Fink (University of Oklahoma) has a free guide to Course Design.  In his 35 page ebook he walks you through a step-by-step process of setting learning goals, deciding on teaching and learning activities, and assessing student grades.  The ebook comes complete with worksheets and action steps.

How To Teach Without Textbooks

Geoff Ruth shares his thoughts for teaching without a textbook.  As he notes:

"My reason: The less I use the book, the more they learn...Without a textbook, I can create curriculum that engages students by relating science to their everyday lives. Lessons become clearer when I link the topic to an issue that affects them personally."

I also rarely use a textbook in my management classes.  Instead I give the students links to classic and current journal articles and other sources of knowledge.  I find the students like not having to pay for a textbook and like the flexibility not having one gives to the class.  On the other hand, they note that coming to class and taking good notes becomes even more important (I don't think this is a bad thing!)

Great Article On Course Design

This is a great article by Professor David Whetten (Brigham Young University) on course design.  He notes that "teachers should specify what they expect their students to learn in a course or, more specifically, how they expect their students will be changed by this learning experience and what they should be able to do upon completion."  Thus, he notes that in designing a course, you should begin with the end in mind. 

He advocates developing a Skills learning model:

Skills assessment:  using diagnostic surveys to determine what skills students need to acquire or improve
Skills learning: teach subject matter so students can translate research, concepts, theories into guidelines for application
Skills analysis and practice:  use cases, role-plays, exercises, etc., to help students improve and practice skills
Skills application: transfer learning into everyday practice (how will students know that they can apply what they have learned in their careers and lives?)

Funny Video On How Stop Signs Could Have Been Designed

Check out this video on "the process of creating/designing within the advertising industry."  Very funny!  Hopefully, we do NOT teach this approach to our students...

What Do Good Teachers Do?

Charles Lipson shares his view of what makes for good teaching:

"The best teachers also serve as models for students. Good teachers bestow their love of learning, their willingness to work hard and their ability to think imaginatively to unravel the mysteries. Those lessons can launch students on their own paths—the real goal of any teacher.

Good teaching points students toward important questions, gives them the tools they need to inquire and inspires them to continue exploring for themselves. Ultimately, every teacher lets go and hopes the students can proceed on their own—and hopes that they will want to."