Classroom Dynamics
Classroom Dynamics
• How do you get students to do what
you want them to do?
• What do students want teachers to
do?
• What are YOU going to do in your
class?
YOUR
FACE
HERE
I’m excited about my first day
of class/section.
I’m nervous about my first day
of class/section.
I’d rather be sleeping
right now.
Being a great teacher means
having less time and energy
to be a great researcher.
I didn’t answer totally
truthfully to one of
these statements
(including this one).
The most important skill for
being a great section leader
is public speaking or
presentation style.
The best discussion leader
says very little and lets the
students do almost all of
the talking.
Telling students exactly
what’s on an exam and
how to prepare for it is
babying them.
Anyone can improve
basic teaching skills, but
really great teachers just
have a natural gift.
What just happened?
My Goals
• Process: Establish norms of full
participation, self-reflection, selfdisclosure, and student-student
interaction
• Content: Thinking about what makes a
“good” teacher
What just happened?
Strategies
• Everyone has to make the decision to
participate at the same time = norm established.
• Make the internal external (name tags; wall
walk)
• “Press” to “express” (solo write before small
group share; physically committing to a position
before defending)
• All processes include relevant content
• Content foreshadows future activities/discussion
What are the norms/processes
you want to establish?
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Participation
Self-reflection
Self-disclosure
Critical analysis
Creative problem-solving
Thinking like a researcher
What’s your goal?
Almost everything you do in the classroom
should support your goals.
And now, for a very special
demonstration….
“But Kelly, it’s so much less scary to
just give a review lecture or throw a
discussion question to the group!
What if students don’t do what I
want them to do?”
Students like when something happens!
• Students will do what you ask them
to do if you believe they will do it.
• You can build anticipation and
increase attention just by asking
students to do something different.
• If you feel like you are taking a risk in
your teaching, students will feel the
excitement of uncertainty.
YOUR TURN
What do effective teachers
do in the classroom?
Erdle & Murray 1986
Erdle & Murray 1986
Factor 1: Rapport
• Offers to help students
with problems
• Interested in students'
ideas
• Sensitive to students'
feelings
• Available for
consultation outside of
class
• Talks with students
before or after class
• Tolerant of other points
of view
• Concerned that
students understand
subject matter
• Knows individual
students by name
• Flexible regarding
deadlines and
requirements
• Praises students for
good ideas
• Shows strong interest in
subject matter
Erdle & Murray 1986
Factor 2: Interest
• Relates subject matter
to current events
• Describes personal
experiences relevant to
subject matter
• States own point of
view on controversial
issues
• Focuses on
controversial issues
within subject matter
• Points out practical
applications of
concepts
• Relates subject matter
to student interests or
activities
• Gives everyday, reallife examples to
illustrate concepts
• Tells jokes or humorous
anecdotes
• Presents challenging,
thought-provoking
ideas
Erdle & Murray 1986
Factor 3: Disclosure
• Advises students about
how to prepare for
tests or exams
• Tells which topics are
most important for
exam purposes
• Tells exactly what is
expected on tests or in
assignments
• Provides sample exam
questions
• Makes students aware
of overall objectives of
course
• Advises students about
how to prepare
assignments
• Suggests
organizational
schemes for learning
material
• Suggests ways of
memorizing
complicated ideas
• Have yourself
videotaped and
watch yourself
teach.
• Try a CTL
communication
class or vocal
improv class
Erdle & Murray 1986
Open the Loop, Close the Loop
• Focus on your hook. What is your
opening question or exercise?
• Leave them with a sinker. What was
the point of what we just did? Is
there anything they need to do to
follow-up?
Sinker
• How do I get students to do what I want?
Be clear about your goals, and plan your first
class to emphasize process, not just content.
• What do effective teachers do? Pick one
behavior from each category that you are going
to do.
• Just for fun: Before your first class, listen to the
theme song of whatever fictional movie/tv show
you selected (or meditate on the qualities of
that teacher.)
Want to talk about teaching
strategies or get feedback on
your teaching?
• kmcg@psych.stanford.edu
• Office 423, anytime
• http://ctl.stanford.edu