CLASSROOM MANAGEMENT Classroom Management Chart Classroom Management Approach Structure: - Provide lesson plans and on-line guides that outline course organization and how goals will be met (McCall, Padron, & Andrews, 2018). - Set expectations and outline etiquette rules (Gandolfo, n.d.) Relevancy: - “adults learn best when they see the relevance of the taught concept to their experience” (Sierra Training Associates, 2007, Adult Learning Concepts) - Use students real life experience to inform the learning process (Obilan, 2014); how is this lesson providing value to the knowledge they are trying to gain (Pappas, 2014). Explanation: Importance of Approach Explanation: Application of Approach Adult learners have many responsibilities. Having a laid-out plan for the course allows them to manage the course load while balancing professional and personal demands. Understanding deadlines, course requirements, and rules for communication helps keep adult learners on track and focused during course work. A syllabus is a good first step toward providing students with a path towards course completion. Ensure assignment explanations are clear and due dates are provided. A grading rubric will also help students keep focused on assignment expectations and what is important. Finally provide clear instructions for classroom etiquette on communicating with other students and the instructor, to include when, where, and how communications should be made. Engage the students by asking for specific experiences that show concepts in action. Use student experiences to show how a concept could have been employed towards mitigation or resolution of a problem set. Adult learners often return to the classroom out of need. It is important to incorporate their experiences to facilitate learning. Lessons are more easily internalized when they are proven to be practical. Allowing collaboration by incorporating student experiences also gives the student a stake in the learning process and helps them see the value in the lessons and their time spent on the course. CLASSROOM MANAGEMENT Efficiency: - Ensure classroom time is not wasted time; lessons and activities should be not just be time fillers (Daughtry, 2012). - Allow some flexibility in deadlines and accuracy (noflaw citing) (Daughtry, 2012). Scaffolding: - The process of working through components of a task one at a time (McCall et al, 2018). Inclusion: - Diversity in experiences, viewpoints, and demographics should be considered when presenting course materials and when discussing objectives (McCall et al, 2018) - Incorporate various methods of presenting material to account for Adult learners have many demands on their time; ensure the time they spend in the classroom is not spent on areas that don’t directly correspond to the objectives. Also allow for some reasonable lapses in deadlines. Citing should be complete and meet the intent, but be aware of putting too much weight on that missing period. Adult learners, especially ones just restarting their academic journey, can be overwhelmed at scope of a course or the prospect of a formidable project. Easing them in by breaking up objectives and assignments into smaller tasks will ease their stress. This form of organization provides a more step-by-step approach to learning that can keep adult learners from becoming overwhelmed. Adult learners are a diverse group. It is imperative to consider the varying demographics, experiences, and employment to meet the needs of each student. There will also be a diversity in learning style among the students. Use different approaches when presenting course objectives. Provide students with clear objectives and be responsive to feedback when those objectives don’t meet student needs. In one of my previous classes, the instructor had received multiple negative comments on the value of a particular objective and now it will be removed from future courses. Outline communication requirements for expected delays in course assignments in the aforementioned guidelines. Be understanding of “rusty” student learning habits and allow space to get it right. Organize objectives and assignments so they build upon each other. Incorporate previous concepts into the future lessons to cement understanding and build knowledge proficiency. If the final assignment is a large project or research paper, use weekly assignments as incremental steps towards completion. Use diverse subject matter and examples in presentations so students can relate to the material and feel included. Pull examples from different industries, use graphics that incorporate different ages, genders, races, and ethnicities. Use multiple types of media and activities to present the course material. Incorporate graphics, videos, PowerPoint, CLASSROOM MANAGEMENT different student learning styles (Ross-Gordon, 2003). and role play into lectures and assignments. CLASSROOM MANAGEMENT References Sierra Training Associates. (2007). Adult learning theories and practices. SierraTraining. https://sphweb.bumc.bu.edu/otlt/teachingLibrary/Learning%20Theory/adultlearning.pdf Daughtry, B. (2012). Tips for teaching adult students. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adultstudents/ McCall, R.C., Padron, K., & Andrews, C. (2018). Evidence-based instructional strategies for adult learners. The Journal of the Louisiana Chapter of the ACRL, 4(4). 29-47. https://academicworks.cuny.edu/bx_pubs/43 Obilan, A.U. (2014, November). Effective classroom management for adult classes. [PowerPoint slides]. ResearchGate. https://www.researchgate.net/publication/293620410 _EFFECTIVE_CLASSROOM_MANAGEMENT_FOR_ADULT_CLASSES Pappas, C. (2014). 11 tips to engage and inspire adult learners. eLearning Industry. https://elearningindustry.com/11-tips-engage-inspire-adult-learners Ross-Gordon, J.M. (2003). Adult learners in the classroom. New Direction for Student Services, 2003(102). 1-92. https://doi.org/10.1002/ss.88 Sierra Training Associates. (2007). Adult learning theories and practices. SierraTraining. https://sphweb.bumc.bu.edu/otlt/teachingLibrary/ Learning%20Theory/adultlearning.pdf
