Professional Documents
Culture Documents
1 Positive
Learning
Environment
Walt Klarner
1
7
2
6
5
4
Appendix
Fish Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Why Do I Teach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
The three domains are not discrete. They interrelate and overlap, so
that cognitive and psychomotor learning can be affected by the
psychological environment, and vice versa.
The Workshop
The workshop designed to accompany this guide will provide an
opportunity for you to work collaboratively with your colleagues to apply
these ideas. You’ll have a chance to explore the different learning
environments and discuss strategies for improvement. Each unit
includes Workshop Preparation activities designed to connect your
experience with this module with the workshop curriculum.
The workshop is guided by one or more of your colleagues who will act
as facilitators of the process rather than “teaching” the content. The
success of the process will depend upon your participation, openness
and enthusiasm.
Rationale
Accountability
As teachers we are accountable to our students, as well as to their
future employers. We assist students to achieve course and program
learning outcomes. The success of our efforts depends on our ability to
create and maintain favorable instructional, physical and psychological
learning environments.
Equity
A positive learning environment is one in which all students have an
equal opportunity to succeed. As conscientious teachers, we need to
become aware of our own assumptions and guard against acting out
our own biases. We must avoid creating or tolerating a climate in the
classroom which in any way results in the unfair treatment of an
individual because of his or her identity.
Access
In order for learning to become accessible to a student, it needs to be
presented in an atmosphere free from the fear of failure or humiliation.
Students need clear expectations of learning outcomes so they can
measure these against the skills they already have in order to establish
their learning goals. Students also require access to the physical
resources necessary to achieve their learning goals.
Quality
High academic standards can only be maintained within a learning
atmosphere which honors the diversity and integrity of each individual,
builds self-esteem, provides productive and purposeful learning
activities, and prepares students for responsible citizenship.
Learning Outcomes
1
Paradox and
Principles
Unit 1: Paradox and Principles
Unit Competencies
Technique
Subject Student
For the writer, an appropriate emphasis of one of the four elements
(throughout the process and product) sustains focus, purpose and
effect—all positive results. However, emphasizing one of the four
elements in our instructional triangle can produce qualitative
differences—either positive or negative. Clearly, the teaching-learning
triangle is constantly changing its emphasis even within a single class
session.
The challenge is to be mindful of all four elements . . . all the time! The
trick is recognizing when to emphasize what. Some call it “timing”;
others say they are responding to “the teachable moment.” The more
experience you have as a teacher, the more likely you will be able to
anticipate these moments and use them to everyone’s advantage. Let’s
look at just some of the positive and negative results of emphasizing
one element over the others.
Teaching
• Art and Craft
Our list, somewhat short and random, concludes with a hint that
teaching had been a target for criticism over the last few . . . centuries.
Here are a few notable and often rather barbed comments from the
past to reflect on. Notice not just positive-negative polarities but also
the contradictory perspectives of our subject.
“Teaching is not a lost art, but the regard for it is a lost tradition.”
--Jacques Barzun, Newsweek, 1955.
“The three R’s of our school system must be supported by the three
T’s—teachers who are superior, techniques of instruction that are
modern, and thinking about education which places it first in all our
plans and hopes.”
--Lyndon Baines Johnson, Message to Congress, 1965.
Students
• Client and Customer
• Transfer and Career Program
• External Journey (goal) and Internal Quest (undecided)
• Prepared and Underprepared
• Individual Learner and Member of a Community of Learners
• Extrinsically Motivated and Intrinsically Motivated
• On One’s Own and Partner with Teacher
• Fully Available and Loaded Down with Baggage
• Learner and Learned
Learning
Before we proceed, let’s explore several definitions of learning that
invite comment:
• Learning is the transfer of knowledge.
(One of the most archaic and useless definitions, it overlooks the learner
and oversimplifies the domains to be “learned.”)
• Learning is the acquisition of some true belief or skill through experience.
(Suggests learning is external to the student both in its source and
performance.)
• Learning is experience put into language—spoken or unspoken, written or
unwritten.
(Confirms learning as a cognitive and even emotional event but overlooks
behavior.)
• Learning is constructing meaning.
(Students are intimately involved in a creative act, raising consciousness,
and suggesting a performance.)
Student Expectations
Throughout the units of this module, we will revisit this service law as it
applies to the various aspects of a positive learning climate. However,
there are some general principles which apply to all students’
expectations.
These expectations are not unlike the ones each one of us brings to our
interactions with the service providers with whom we do business. To
ensure that the service equation remains positive for our students,
college staff in all roles and categories need to re-dedicate themselves
to the values of teamwork and clear communication.
The reality of the other person is not in what he reveals to you, but in
what he cannot reveal to you. Therefore, if you would understand him,
listen not to what he says but rather to what he does not say.
French proverb
6 Feedback
1. Form Idea
Our perceptions or feelings are shaped into thoughts that can be
communicated to others. Perceptions are based on the values,
attitudes or assumptions that we have formed throughout our
lifetime of experiences. Each of us has our own characteristic
way of interpreting and expressing our views. The process of
idea formation can be distorted if the sender lacks knowledge,
makes unfounded assumptions or has negative attitudes toward
the receiver.
2. Encode
Encoding is the process of “translating” our thoughts and
feelings into words or actions which communicate a message.
The message can be sent verbally or non-verbally, consciously
or unconsciously. For many reasons, both cognitive and
emotional, codes may distort the original message intended by
the sender. For example, formal written language may
unnecessarily complicate a simple verbal message. Sometimes,
anxiety about the reaction of the receiver may cause us to
encode a message which sounds very different from our original
thought.
4. Decode
Decoding is the process of transforming a received message
into thoughts and ideas that convey meaning to the receiver
encoding; however, decoded messages can quickly become
distorted as they pass through the emotional and cognitive
“filters” of the receiver. The values, attitudes and assumptions of
the receiver, as well as his or her mood or fatigue level, may all
affect the way the message is received and interpreted.
5. Take Action
Action—whether it is expressed verbally or non-verbally, in
writing or in some other kind of behavior—is usually based on
the assumption that what the receiver understood the message
to mean is roughly the same as the meaning the sender meant
to convey. We can all think of many examples in which, clearly,
this was not the case. In addition to genuine misunderstandings,
there are some situations in which the receiver may be unwilling,
rather than unable, to respond appropriately to the sender.
6. Feedback
Without feedback, there is no way to know whether any
particular message has been effectively transmitted and
received. Yet this is the part of the communication loop that
frequently is left dangling. We tend to assume that, of course,
our message has been received exactly as we sent it. We tend
to discount the possibility that someone could read into our
message some meaning which we had not intended. When
communication does break down, each of us tends to attribute to
the other a lack of perception or, worse, an unwillingness to “get
it right.”
As teachers, we are painfully aware, and frequently baffled, by the Many students
many ways that messages between ourselves and our students can go
astray. We suspect that our students just aren’t listening (which is, of have learned
course, sometimes true!), or that they take a perverse delight in finding
ingenious ways to misinterpret even the most straightforward to hide their
instruction. We cannot believe the number of ways students find to
(mis)interpret what we considered to be a clear and unambiguous test feelings (and
question.
confusion)
We are baffled and sometimes hurt by the hostile reaction we may be
receiving from a student whom we have gone more than half way to try in order to
to help. We may be unaware that the reaction we feel to be directed
against ourselves may belong to an earlier and unhappy educational
experience, and now the very fact of being in a formal classroom may
“look good.”
be restimulating negative or anxious feelings in our student.
Do’s
• Learn your students’ names early on, use them regularly and pronounce them
properly. In this way, you communicate your interest in your students as
individuals.
• Try to recall when you were unfamiliar with the “jargon” of your discipline, and
remember to decode your language for your students as you go along.
• Invite questions for clarification and ask for regular feedback to be sure that
what you thought you said is the same as what they thought they heard.
Don’ts
• Don’t expect that everything you say in class will be heard and understood.
• Don’t give important instructions right after you hand out the test papers. At
that point most students will not “hear” you.
• Try not to create barriers to communication in the form of visual aids that
cannot be read or handout materials couched in language that is well above
the average reading level of your students.
• Avoid using sarcasm, irony or dismissive body language when a student says
something you can’t agree with. Not only will that student perceive a lack of
respect, but so will other students, who may then decide that it is too risky to
speak up in class.
(+) Use self-effacing humor that illustrates how we all fall prey to
life’s incongruities and challenges (an especially effective
technique for reducing student tension).
If you follow these few simple rules, you’ll do If you don’t need any sleep, you’ll do fine in this
fine in this course. course.
The gist of what the author is saying is what’s I don’t understand the details either.
most important.
Today we are going to discuss the most Today we are going to discuss my dissertation.
important topic.
Unfortunately, I haven’t the time to consider all I disagree with what roughly half the people in
the people who made contributions to this field. this field have said.
We can continue this discussion outside of I’m tired of this. Let’s quit.
class.
Today we’ll let a member of the class lead the I stayed out too late last night and I didn’t have
discussion. It will be a good educational time to prepare for the lecture.
experience.
The implications of this study are clear. I don’t know what it means either, but there will
be a question on it in the test.
The test will be a 50-question multiple choice. The test will be a 60-minute multiple guess, plus
three short answer questions (1,000 words or
more) and no one will score above 75%.
The test scores were a little below my Where was the party last night?
expectations.
Before we begin the lecture today, are there any Has anyone opened the book yet?
questions about the previous material?
According to my sources . . . According to the guy who taught this course last
year . . .
It’s been very rewarding to teach this class. I hope they find someone else to teach it.
Can I see you during office hours to discuss I plan to cut Friday’s class.
today’s lecture?
A “D”? I thought I’d get at least a “C.” Got a “B” the last time I turned this in for a class.
I’m confused. I stayed out too late last night and didn’t have
time to study.
How should we study for the exam? Can you give us the test questions?
I’ve really enjoyed this class. More than you’ll ever know.
Both the teacher and student often do not say what they mean or mean
what they say. Maybe it’s fear, maybe it’s the pressure to conform to a
stereotype, and maybe it’s just that we’re not listening.
6. List two DO’s and two DON’Ts concerning the use of humor in the
classroom.
_______________________ _______________________
_______________________ _______________________
7. After rereading “What the professor really means . . .” and “What the
student really means . . . ,” list and comment on two themes
common to each list (but not necessarily to both).
Technique
Subject Student
4. How might two dichotomies of teaching— “Art and Craft” and
“Nature and Nurture”—explain each other or at least be compatible?
Teachers are born—teachers are created: both are true. A teacher who does not
understand and apply all the elements and strategies of the teaching-learning
triangle—however talented, however born to be a teacher—may not be effective.
However, all the technique and good intentions in the world will not make a great
teacher if enthusiasm, passion and vision are lacking. One connects with and
reinforces the other. Teachers and artists can be nurtured, and both must master
technique. But without fine clay, all the shaping and forming at the wheel will not make
a great vase. (Or something along these lines.)
6. List two DO’s and two DON’Ts concerning the use of humor in the
classroom.
(See the list in the unit.) _______________________
_______________________ _______________________
7. After rereading “What the professor really means . . .” and “What the
student really means . . . ,” list and comment on two themes
common to the each list (but not necessarily to both).
Both can’t express genuine feelings about performance. Both hide the fact that they
have personal lives with their demands and problems. And both may be failing to
communicate because they don’t expect the other to have empathy. (Responses vary –
that’s okay.)
2
The Physical
Environment
Unit 2: The Physical Environment
Unit Competencies
The physical climate is the most apparent of the three climates to both
students and teachers. When things are working as they should,
physical conditions provide a “background” against which the real work
of learning can proceed. But when they go wrong—the room is too hot
or too cold, the audio-visual equipment is broken or lab resources are
inadequate—suddenly physical conditions demand too much of our
attention and can act as a barrier to learning.
Teachers often experience frustration because they feel they have little
control over the physical environment. Yet the atmosphere created by
the physical surroundings, and communicated to the students through
the air quality, the furniture, equipment and other resources, signals the
value the college places on the physical conditions that support the
learning experience.
• Temperature
Is the room too hot or too cold? Is there any way to adjust the temperature to
accommodate unusual weather conditions?
• Air Quality
Is there any movement in the air? Are students having trouble staying alert?
• Furniture Style
Is the style and placement of furniture appropriate for the learning activities
taking place (tablet arm chairs, tables set in rows, drafting tables, etc.)?
• Environmental/External Noise
As You Like It
Can everyone hear and be heard? Does “white noise” from the air conditioning
or noise from outside the classroom compete with the business at hand?
• General Cleanliness
Are classrooms regularly cleaned? Are trash containers emptied? Are soft
furnishings maintained and replaced promptly when necessary?
• Setting Availability
Is the room vacated by students and teacher in time for your students to enter
the classroom and prepare for learning? Do you have time to set up your
materials and greet your students? (If not, civility may be necessary here.)
• Students have fallen into a pattern of sitting in the same seat class after class.
Although that behavior is comfortable, no doubt, a minor rearrangement of
chairs could change the dynamics (chairs in double rows with aisles in
between or an amphitheater arrangement in, say, three semicircular rows).
• Moving to one side or even the back of the classroom will cause students to
take notice, shifting their chairs to attend to your presentation, not to mention
the potential for a little humor.
• Exchange classroom roles with the students, when appropriate. Each week, a
small group of students could be responsible for the room set-up, distributing
handouts, collecting projects (even stapling papers!). Boardwork, operating
overheads and projection devices (including computers) could be assigned to
small groups each week or two. Results: Active participation in a community
of learners, teacher available to confer with students and free to observe
student behaviors.
Module 1 • Creating a Positive Learning Environment 33
Innovation asks, “What if . . . ?”
• What would happen if you occasionally greet your students at the door outside
your classroom?
• What would happen if, one time, you move all the chairs to one side of the
room and have everyone sit on the floor? (If possible, if appropriate, if the
students are forewarned.)
• What would happen if you dressed differently (more casual or more formal)?
• What if you brought artifacts (props) that relate to your lecture, engaging the
students’ senses?
• What would happen if you used a classroom flaw (real or created) to illustrate
some principle of your lecture?
• What if . . . ?
• A sanctuary where you can think, mentally prepare for or recover from the
frenetic pace of the teaching life.
2. List and describe the quality control steps a teacher can take
even before the first class period.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
3. What changes do you want to make to your office (if you have
one) to fulfill the three purposes listed in the unit?
2. List and describe the quality control steps a teacher can take
even before the first class period.
Communication—Letting the right people know about any problems or potential
problems. I’m not only helping students and myself but also helping
administrators do their job. PLAN—Include the physical classroom in my
planning/preparation for teaching. Consider the “teaching/learning stage” as I
develop my syllabus. TEST—In the actual classroom, try out various modalities
of instruction I have planned for the course.
Mostly, the office has to be a good fit for the teacher’s personal style—way of
working, reflecting and conferencing with students. The more comfortable the
setting, the more likely the teacher will spend productive and enjoyable time in the
office. Two additional results—less work to take home and more availability for
students!
3
The Instructional
Environment
Unit 3: The Instructional Environment
Unit Competencies
There are many small but important things you can do to maintain a Getting
positive learning environment. For example, if your students know what
to call you and how you can be reached out of class, they are much started . . .
more likely to find you approachable. Most teachers agree on the
importance of learning their students’ names as early in the term as
possible. You may be finding this difficult to do as class sizes increase,
but it’s worth it to keep trying. The students feel recognized as
individuals and it gives you the opportunity to draw them out and
communicate respect.
There are some tried and true methods for learning your students’
names. You can call attendance at every meeting for the first few weeks
to help you associate names and faces. Some teachers ask students to
put their first names on the front and back of tent cards which sit in front
of them on the desktop. This way both you and the other students can
learn each other’s names. These cards can be collected after each
class and distributed again in the next one. It’s an easy way to do a fast
attendance check; any cards not distributed indicate absent students.
Class Planning
Almost all effective teachers organize their classes, anticipating the
topics to be covered and the material they will present, including any
media. Whether you call it a “lesson plan” or a “class outline,” such
documentation improves the quality of the teaching-learning experience
for everyone involved. However, some teachers overlook two essential
elements of learning—tasks and time.
Tasks
Lesson plans that neatly outline the teacher’s tasks are certainly a good
first step but overlook the student learner. Even minimal planning for
routine events such as student questions, collecting homework and
distributing handouts call our attention to our audience. But if our goal
is student-centered learning (a very big assumption!), then planning for
activities emphasizing learners should be included. For example, a
“minute paper,” a short cooperative group discussion of a question or
issue, a “practice” quiz, a brief debate—all these and more (covered in
Module 3—Selecting Teaching and Learning Strategies) shift the focus
and require documentation for a well executed class period. In fact,
documenting student-centered class activity frequently requires more
planning than outlining the teacher’s performance.
Course Content
In today’s learner-centered environment, teachers frequently take the
role of coordinator of a variety of learning experiences in which they do
not take center stage. Effective teachers vary classroom presentation
with field trips, guest speakers, cooperative learning exercises in which
students work together to achieve learning outcomes, hands-on practice
and a variety of other strategies which are discussed in greater detail in
Module 3–Selecting Teaching and Learning Strategies. However,
at times when teachers do present course content in the traditional
lecture and class discussion format, several guidelines will make the
experience more rewarding for the students. Relevance
Effective teachers must have much more than expertise in the subject
is a key
matter of the course. While this is obviously essential, we must also consideration . . .
be able to show our students the relevance of the content. It is
important to demonstrate the significance of the subject matter to their
lives and to their chosen career path. Try to use numerous examples
and analogies to illustrate your key points. Use the students’ interests
and experiences to facilitate this process. Students come to class with
a wealth of their own life experiences which have helped to shape
their attitudes. You can highlight and incorporate these experiences
into the learning process to help students gain a sense of relevance
about their learning.
As you teach your subject matter, be sure to share with your students
the history or origin of what you are teaching. Whenever possible,
explain where and how the information was originally acquired and how
the information is related to other concepts. Clearly present the
patterns, themes and interrelationships between your subject matter
and other disciplines. Try to go beyond simply giving your students
information. Tell them how you acquired it and how you came to
Modeling While we want to encourage our students to exercise their minds and
explore new ideas, we cannot let them lose sight of the course goals
a mind at and objectives. The learning outcomes of the course must be clearly
presented to the students.
work . . . Use this checklist to enhance the delivery of your course content:
• Show enthusiasm for your subject matter and for your students, passing on the
excitement you have for the course content.
• Use examples that include the experiences and diversity of the students in
your class.
• Place study guides and lecture notes in a file in the library and/or study skills
center.
• Stress important topics, explain your rationale for choosing them and illustrate
their value.
• Stay on topic. Try not to follow too many tangents.
• Try to remain current and accurate in your content. Don’t be afraid to admit
that you may not know all the latest advances in the field. Ask students in the
class if they have read anything new which pertains to the topic being
discussed.
• Point out practical applications of the concepts. Ask students to share their
practical experiences or applications of the content.
When you present material in a lecture format, you must make every
effort to do so in an organized and logical fashion. The pace of
instruction should be appropriate. The students should be able to keep
up, but on the other hand, you don’t want anyone going to sleep! Be
sure that you have everyone’s complete attention before you begin the
class. Make it clear that you are not going to compete with or talk over
others in the class.
Try to make your voice loud and clear enough to be heard by all
students in the class. Although it’s not always easy, try to direct your
speech toward the class, not toward the blackboard. Use various voice
modulations. Frequently vary the volume, pitch and tone of your voice.
Let your voice demonstrate the excitement you have for your material.
Altering your voice can help to emphasize key points or to capture the
full attention of the class. Also, vary your choice of words and the
duration of your speech.
• Always remember that an approach which works well with one group may not
work with another. Each class generates its own “personality” and leadership.
• Identify a goal to be achieved through the discussion and assign specific roles
to each member of the group to increase accountability and participation.
• Set up special tutoring sessions and extra classes. Specifically invite students
who are doing poorly and explain to them the benefits of these sessions.
• When presenting, try not to speak constantly; allow for periods of silence to let
students digest ideas and to check comprehension.
• Keep students alert by moving around in the classroom: don’t sit on the desk
or constantly hide behind the podium.
Avoid asking students close-ended questions such as “Does everyone Any questions?
understand?” or “Have I made myself clear?” or “Are there any
questions?” These questions are simply perceived as teacher rituals
by the students and they know that no answer is required. Replace
your temptation to ask these broad questions with more focused
questions which will really tell you what learning has occurred.
Questions such as “What is your understanding of . . . ?” or “How
would you evaluate . . . ?” or “Why was . . . included in the lecture?”
will allow you a better interpretation of student progress. When
students question you, encourage them to ask precise questions. Avoid
being drawn into statements such as “I don’t understand Chapter 20.”
Instead, ask them to explain to you what they do understand, or what
• Devise the first test of the semester to cover a small, manageable unit.
• Throughout the course, but especially during the first few classes, stress a
positive “you can handle it” attitude.
• Be sure your tests cover the most important aspects of the unit and course.
Explain your philosophy and purpose of testing.
• Provide sample test questions prior to testing so students know what to expect.
• Ensure that your grading is impartial and follows the course outline.
• Instead of returning tests and quizzes in class, ask students to drop by your
office to pick them up. This presents an opportunity to talk informally with
students about their progress.
• Ask students to evaluate your test, either at the end of the test or during the
next class.
• Ask regularly for short verbal or written responses from the students to check
their understanding of key concepts and get feedback on your effectiveness in
teaching the material.
• Help the students feel free to ask questions. When you answer a student’s
question, be sure he or she understands your answer.
1. Name and briefly outline four broad areas which help to organize
the instructional environment.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
1. Look over your current syllabus and course outline (which may
be included in the syllabus). In light of the discussion in the first
three units of this module, what policies, procedures and
philosophy could you add to increase student awareness now
and reduce repetition later?
2. As you look over your syllabus, can you identify specific class
sessions that require a detailed lesson plan, taking into account
tasks and time?
3. How will you begin your course–the first five minutes, the first
class session, the first weeks?
4. How will you conclude your course–the last few weeks, the last
class period, the final exam session?
1. Name and briefly outline four broad areas which help to organize
the instructional environment.
4
The Psychological
Environment
Unit 4: The Psychological
Environment
Unit Competencies
process expecting Through the psychological environment, teachers can reflect their
interest in students and enthusiasm for their subject and for teaching.
their learning will Students who encounter these positive reflections are more likely to
perceive the learning environment as one where they are safe to be
be encouraged themselves and to stretch their minds. If students perceive the learning
environment as falling short of their expectations, their satisfaction with
and facilitated. the learning experience will be reduced, and their likelihood of success
may suffer as a result.
How do you think your students would rate your skills at initiating or
nurturing their desire to learn? Imagine you are a student in your own
class and use this check list to see how you are doing!
The teacher:
Yes No
■ ■ believes in me.
■ ■ respects me.
MODEL Get your students excited about learning by showing them that you are
excited about learning. Ask yourself: “Am I teaching anything of value
or interest to anyone today?” If the answer is no, then the students will
be asking “Will I miss anything if I’m not in class today?” Teachers are
often taken aback when students ask this question and wonder why
they would ask it. Perhaps we should look to ourselves for the answer.
How can we expect students to get excited about our content if we
cannot make it relevant to them or if we aren’t really excited ourselves?
Attending
To build an environment of support, instructors must first pay attention
to the class in a variety of ways:
• Give each student your attention.
Responding
Support is also measured by the type and appropriateness of
responses we give to our students after our careful attending.
• Monitor the quality of your response after attending; maintain good eye contact
and be aware of your facial expressions and gestures.
• Repeat and respond to student ideas so they know that what they say is
valued.
• Demonstrate punctuality.
Cornerstone
• Apathy
• Heightened self-esteem
• Independence
• Self-reliance
• Less anxiety
What was even more striking was that when the barriers were removed
and the animals were free to escape, they did not move and had to be
coaxed, and in some cases bodily removed, from the source of their
discomfort. It seemed that the animals were acting a lot like depressed
people do when they feel that nothing they can do will make any
difference to the outcome, so why try.
1. Do you believe that most problems will solve themselves if you just don’t fool
with them?
2. Do you believe that whether or not people like you depends on how
you act?
4. Do you feel that if things start out well in the morning that it’s going to be a
good day, no matter what you do?
6. Are you the kind of person who believes that planning ahead makes
things turn out better?
7. Are some people just born lucky?
8. Do you feel that the best way to handle most problems is just not to
think about them?
9. Do you feel that when good things happen, they happen because of
hard work?
10. Do you believe that when bad things are going to happen, they are
just going to happen, no matter what you might do to stop them?
11. Do you feel that if someone doesn’t like you, there’s little you can do about
it?
• Emotional disturbance
• Give student practice quizzes which don’t count for grades, or include “self-
tests” as part of homework assignments so students can practice on their own
without losing grades.
• Consider a contract grading scheme which allows students some say on what
grade they want to shoot for, and what they have to do to achieve it.
• Have students collaborate to develop test questions, and use the best ones.
QUICK TO RESPOND This person is really trying • Cut across this type
to help, but actually this tactfully by questioning
behavior makes it difficult others.
by keeping others out. • Thank the person, then
suggest “we put others to
work.”
• Use this person for
summarizing.
RAMBLER These students talk about • When this type stops for
everything except the a breath, thank them,
subject at hand. They use refocus their attention by
farfetched analogies and restating the relevant
get lost in insignificant points, and move on.
details. • Grin, tell this person their
point is interesting and in
a friendly manner
indicate “we are a bit off
the subject.”
• As a last resort: glance at
your watch.
MISINFORMED This person comes up with • Say, “I can see how you
a comment that is feel” or “That’s one way
obviously incorrect. of looking at it, but
research shows . . .”
• Say, “I can see your
point, but can we
reconcile that with the
true situation?”
• This must be handled
delicately.
THE SILENT This person seems bored • Your action will depend
STUDENT or indifferent. Such upon what you think is
students appear to feel motivating this person.
• If this is the “superior”
superior, but perhaps they
type, ask for his or her
feel timid or insecure. view after indicating
respect for experience.
Don’t overdo this. The
group will resent it.
• If the timid won’t talk,
create opportunities for
them to express their
views in small groups
(less intimidating).
• Compliment them
sincerely the first time
they do.
We take the view that teachers can and should concern themselves
with student motivation. We can “set the conditions for success” in our
classroom which combine to create a positive climate for learning.
That’s what this module has been all about.
Motivational Nutrients
People who study human behavior tell us that there are two major
conditions that act as motivators of voluntary behavior:
• People are likely to act in ways that make good things happen for them.
• People will also voluntarily engage in behaviors that make bad things stop
happening.
Either of these two conditions will act as reinforcers, but they don’t have
the same degree of satisfaction attached to them, and they aren’t as
likely to contribute to that positive state of “internality” that we discussed
earlier in this module. Let’s take the first situation:
ASK YOURSELF . . .
Where do you stand on the question of whether
it is possible to motivate another person?
. . . you have a headache . . . you feel unprepared for . . . the family is not
an exam cooperating
so you DO SOMETHING
Negative wins also motivate, not because people really want to behave
the way they do, but because they want the unpleasant condition to
stop. Many students don’t particularly enjoy the solutions they come
up with, and they may be quite troubled and self-critical about the
ways they are letting themselves down. So although they may feel
temporarily relieved, they don’t really feel good and their self-esteem
takes a beating.
So what has all this got to do with you? Well, the point is that you have
a great deal of control over whether your classroom is going to be a
place where students are motivated to make good things happen for
themselves, or one where most of the energy goes into trying to avoid
negative consequences. You can motivate by setting clear and
reachable goals and encouraging success, or by instilling a fear of
failure. You can tell them, “Everyone in here can potentially get an A,” or
“Don’t make too many friends in here, because half of you will be gone
by midterm.”
You can operate on the Darwinian theory of “educate the best and
shoot the rest,” or you can regard each student as having potential,
which perhaps you will be in a position to unlock and help to flower.
We hope that this unit has provided you with some useful suggestions
for creating and maintaining a positive classroom environment. We think
that your students will have more success and more fun learning in this
kind of atmosphere, and so will you.
Attending: _________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Responding: _______________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Modeling: _______________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
• Monitor the quality of your response after attending; maintain good eye
contact and be aware of your facial expressions and gestures.
• Repeat and respond to student ideas so they know that what they say is
valued.
• Provide a thoughtful, unhurried response.
• Be conscious of your reaction to being “bothered” or interrupted.
Modeling: Instructors can be powerful models who can make it clear that what
happens in the classroom really matters.
People who have learned early on in their lives that there is little connection
between their behavior (“being good”) and the consequences they experience are
more likely in adulthood to attribute control over their lives to luck, chance,
powerful people or forces outside of themselves (pp. 61-63).
Both conditions will result in “motivation,” but in the first case, students want to
recreate whatever behavior resulted in a positive win because they feel
empowered, affirmed and “in charge of their own fate.” Negative wins also
motivate, not because people really want to behave the way they do, but because
they want the unpleasant condition to stop. Many students don’t particularly enjoy
the solutions they come up with, and they may be quite troubled and self-critical
about the ways they are letting themselves down. So although they may feel
temporarily relieved, they don’t really feel good, and their self-esteem takes a
beating (pp. 65-67).
5
The Challenge
of Diversity
Unit 5: The Challenge of Diversity
Unit Competencies
• Personal bias
• Language/dialect
• Gender
• Age
• Physical disabilities
• Learning disabilities
• Learning styles
• Class/culture/socioeconomic status
• Ethnicity
How can I ensure Any college teacher is aware of the enormous diversity of needs
represented by the students in today’s college classrooms. The range of
that each and clients to whom college educators hold themselves responsible
includes:
every one of my • Recent high school graduates preparing for their first entry into the labor
market.
students has an • Fully employed workers who require retraining or upgrading.
equal opportunity • The under skilled, high school dropouts or others who need another
opportunity to develop viable work skills.
to succeed in • The under-serviced adults of all ages who have previously been denied access
to equal opportunity, including students with special needs, visible minorities,
students with disabilities, displaced workers, etc.
the learning • Transfer students who require a stepping stone from high school to university.
environment • A host of adults of all ages, particularly the elderly, who look to their community
college as a source of affordable avocational and recreational programs.
Our students frequently look different than we do. But diversity issues
also lie below the level of surface appearances. In many cases, their life
experiences have been different from ours and so have their learning
experiences. They come with a range of learning styles and
assumptions about learning.
It is easy for us, as teachers, to fall into the trap of assuming that our
approach, our learning style and way of interpreting reality are the
norm. Of course, these biases, which may be completely unintentional,
can greatly influence the way we create learning environments and
assess our students’ learning–the words we choose, the examples we
present, the learning activities we design and the evaluation tools and
processes we adopt.
“Bias is an attitude or prejudgment about specific groups of people, Each student has
practices or things, usually in favor of those familiar to us, as opposed
to those which are unfamiliar. Due to an imbalance of a power
relationship, bias results in the unfair treatment of an individual because
a right to receive
of his or her identity” (Wells, 1994).
a fair, unbiased
For some of our students:
assessment of
• Materials or references we routinely use in class may be offensive.
How can I be sure We are all familiar with the tremendous range of academic skill levels
represented in our classes. Students in any one group may range all
that I’m being the way from those with a university degree to those with less than
Grade 12 graduation. Some students’ literacy and numeracy skills are
definitely below the level required to succeed in college courses.
fair to the
Meeting the needs of this diverse group is an ongoing challenge for
students who have college teachers. Do we direct our efforts to the least able students in
our group, perhaps insulting the university-educated? Do we address
difficulty with the the more highly educated, leaving those with only minimal Grade 12
skills behind? Do we have different standards of evaluation for these
English different groups? Different expectations?
Language / Dialect
Age
Cross (1988) suggests that older adult students may have slower
reaction times, therefore slowing down the learning process. On
the other hand, older students may have the advantages of clearer
educational goals, higher levels of inner motivation and broader
life experience.
How can I be Any significant impairment of vision, hearing and/or mobility, however
minimal, may affect a student’s ability to learn and/or be evaluated.
more helpful to Other physical conditions (epilepsy, asthma, etc.) may not be readily
apparent to the teacher, but may interfere with a student’s ability to
participate in learning activities or demonstrate mastery of course
my students with learning outcomes.
special needs? Conversely, when a physically challenged student enters our class, it is
important that we do not assume a barrier that may not exist. As
teachers, we need to enter into a partnership with the student and the
services for special needs within the institution (where available and
appropriate) to determine how best to assist the student to learn and to
be evaluated fairly.
There are many alternative avenues now open for the teacher to work
with the physically challenged student. The teacher can collaborate with
the student and the Special Needs or Counseling Office to discover
what resources are available, and what seems practical, efficient and
appropriate.
Most students emerging from the secondary school system know So many of my
if they have been diagnosed as having a learning disability. The
enrollment process is designed to identify these students and students seem to
encourage them to come for extra help. Many students already know
how to help themselves.
have “invisible”
There is always a possibility that an older student does not know that
he or she has a learning disability. There are some common barriers to
manifestations of learning disabilities, and teachers need to seek out
help to become familiar with them. Teachers can then work with learning. How
services for students with special needs (if any) within the institution to
identify and provide adequate support for these students. can I ensure that
To create positive learning environments for students with special they have a fair
needs, it is essential to:
It is a truism that teachers tend to teach and assess in the ways that
worked best for them as students. Many of our students do not learn
best in the passive lecture mode that was the norm when we went to
school. As well, many paper and pencil forms of evaluation discriminate
against students with language difficulties and may not even be the best
measure of the desired learning outcomes. With this in mind, if possible,
find a variety of assessment procedures in order that each student has
a fair chance to succeed.
• Do we assume that all of our students understand what they have to do and
how they have to do it to meet the learning outcomes of our course? (For
example, research of high-school graduates’ understanding of the term
“plagiarism” revealed that many students thought that extensive reference to
“expert” sources–with or without acknowledgement–was the “proper” way to
write a paper.)
Students vary widely in the motives and goals that bring them into post- Why do my
secondary education. Our students come to us for a range of
experiences to meet a variety of needs: students come to
• Post-secondary education (university transfer)
college? How will
• Post-secondary education (career program)
• Leisure/personal enrichment
learning
Such diverse academic intentions affect relevancy and evaluation in
environment?
your courses. Some students may be “majors” while others only seek
fulfillment of some personal interest. Some students require
certification of learning outcomes mastered; others require nothing more
than the social/cultural pleasure of learning with other human beings.
Having faculty who are aware of, and sensitive to, the increasingly
diverse needs of our learners will be essential to support the changing
mandate of the colleges.
Ethnicity
Summary
1. Think of a class that you are teaching this semester. Identify the
different cultural and social backgrounds represented among
your students.
2. Identify any special needs you are aware of among the students
in this group. Could there be some students who have special
needs of which you are not aware?
As a college sophomore, I had enrolled in Comparative Anatomy, an advanced biology course involving
extensive lab assignments. In addition to the three hours of lecture, we had a four-hour lab. Our weekly
lab assignments and a semester-long special project kept us in the lab well beyond the four hours.
I’ll never forget Dr. Ludwig Herrshener. A world expert in crustacean eye research, Dr. Ludwig
Herrshener was also a fine teacher. Motivated, even excited to be in his course, I was determined to
finish my semester lab project weeks ahead of schedule. Our work consisted of dissecting a rather large
specimen and writing our findings (including very detailed drawings) in a bound notebook.
After six weeks, I announced to “Herr Dr. Professor” that I was finished, done. He looked at me, half
amused and half irritated. “Mr. Klarner, that can’t be, but let me see your notebook.” After three
minutes, he returned my work with “You’re not done yet.” That was it. No commentary; no expression.
Another two weeks of effort and I was ready to resubmit my notebook. Same response– “You're not
done yet.” Week 10–same results. However, at week 12, Dr. Herrshener flipped through the pages
briefly and said, “Mr. Klarner, leave the notebook with me. Come back tomorrow at noon.” Excited, I
waltzed out of the lab, expecting the response I had hoped for this last month and a half.
Promptly at noon, I knocked on Dr. Herrshener’s office door. “Enter.” He offered me a chair and began.
“Walter, there is some good work here. The quality of the drawings is superior and the descriptive notes
are detailed and accurate. Good. But you’re not done yet.” Case closed; I was doomed. I couldn't
imagine finding anything else about that damned five-pound sea bass!
Dr. Herrshener was a gentle man, a perceptive man . . . and a maddening stickler for details!
After two weeks of staring at the pile of fish parts, I inserted a few descriptive details in the notebook and
resubmitted. Dr. Herrshener, sensing my frustration, asked me to point out any additions. I did, and he
immediately responded, “You're almost done.” Then, he extended the notebook to me. I took it and
returned to my lab table.
Nothing happened in those final two weeks of the semester–not one addition to the notebook, which now
exceeded one hundred pages.
On the last day of the semester, I meekly approached Dr. Herrshener and offered him my notebook. He
said, “Well?” I responded, “I couldn't find anything new. Well . . . except that the scales above the
pectoral fins in this particular sea bass are different from the scales in all other species.”
I learned from, not leaned on, this teacher who would only tell me when I was done. What did I
learn? To look, to see, to persevere. Mostly, I learned to learn. Thirty-five years later, I wonder if
this man has another lesson for me.
Walt Klarner is Professor Emeritus at Johnson County Community College in Overland Park, Kansas 66210. He can be reached at
(913) 236-5383, e-mail: wklarner@kc.rr.com.
Shudong Chen is Assistant Professor of Humanities at Johnson County Community College in Overland Park, Kansas 66210. He can be
reached at (913) 469-8500, ext. 4591, e-mail: schen@jccc.net.
Benick, G. (1994, Spring). Zero Tolerance Policies and Respectful Learning Environments. The
College Quarterly, 1:3.
Benick, Gail and Samuel, M. (1996). Creating Inclusive Post-Secondary Learning Environments. In
The Post-Secondary Anti-Harassment and Discrimination Project Coordination Committee, under the
auspices of the Ontario Council of Regents and the Ontario Council on University Affairs, G. Benick,
and A. Saloojee, eds.
Berk, R. A. (1998). Professors are From Mars, Students are from Snickers. Madison, Wisconsin:
Mendota Press.
Browne, M. and Keeley, S. (1985, Spring). Achieving Excellence: Advice to New Teachers. College
Teaching, 33:2.
Cartwright, L.. (1988, October). Instructor-Created Barriers to Student Learning. Innovation Abstracts,
10:22.
Cranton, P. (1992). Working with Adult Learners. Toronto: Wall & Emerson, Inc.
Davidoff, D. M. (1994). Contact: Customer Service in the Hospitality and Tourism Industry.
Englewood, New Jersey: Prentice Hall.
Gross Davis, B. (1993). Diversity and Complexity in the Classroom. In Tools for Teaching. San
Francisco: Jossey-Bass, 39 - 51
Hanna, S. and McGill, L. (1985, Fall). A Nurturing Environment and Effective Teaching.
College Teaching, 33:4.
Horvath, R. ______. Full Classrooms: 95 Practical Suggestions to Guarantee Student and Teacher
Success. The ACT National Center for the Advancement of Educational Practices.
McDaniel, T. (1986, September). A Primer on Classroom Discipline: Principles Old and New.
Phi Delta Kappan.
Nowicki, S. and Duke, M. (1974). A Locus of Control Scale for Non-College As Well As College Adults.
Journal of Personality Assessment, 38, 136.
Rotter, J. (1976). Generalized Expectancies for Internal vs. External Locus of Reinforcement.
Psychological Monographs, 80, 1-28.
Roueche, J. (1976, March). Creating an Environment for Learning. Community and Junior College
Journal, 46:6, 48-50.
Roueche, J. and Watkins, K. (1982, September). A Commitment to Great Teaching. Community and
Junior College Journal.
Roueche, J. and Armes, N. (1983, September). Structure Is the Linchpin of Effective Teaching.
Community and Junior College Journal.
Sousa, J. ed. (1996). Learning and Teaching . . . What Is It All About? Humber College, Professional
Development/Continuing Education.
Wells, S. (1994). Recognizing Student Diversity. Centennial College: PLA Pilot Process