Classroom Management
for Librarians
Using this software
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Microphone
Raising your hand
Green / Red X
Laughing / Clapping
Stepping out
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Text chat
Audio
Full Screen
Exiting
Objectives
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By the end of this class, you will be able to:
Develop a teaching plan for a class
Manage classroom discipline and control
Implement a variety of teaching strategies to improve
teaching
• Effectively integrate technology into teaching
Agenda
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Preparing to teach
Discipline and difficult situations
In class teaching strategies, tips, and activities
Teaching with technology-what’s new?
Teaching with technology-strategies and tips
Introduce Yourself!
• Share with the group:
• Your name
• Your institution
• Your instructional role
• What you would like to learn
Before You Teach—Prepare!
First Steps
• Carefully assess what you will be teaching
(conversation, questions)
• Become comfortable with the material
• List what you want to cover (50 minutes!)-Skills sets, concepts
• Design in class activities based on your
objectives
Awareness
• Time
• Space
• Equipment
• Cost
• Language
• Age and physical abilities of audience
• Travel
Formulate a Teaching Plan:
Ask Yourself…
• What should students be able to do when
they leave?
• What new knowledge should they
gain/retain?
• What new skills will students acquire? Will
they have a chance to practice them?
Formulating A Teaching Plan: Assessing
Needs
• Identify and assess the needs of your class
– Work closely with faculty
– Ask lots of questions!
• Identify existing skill level
• Identify special needs
Elements of a Good Teaching Plan:
Write it Out
• Title of the class
• Time/time frame
• What materials you need
• What handouts to share
• Objectives
• Activities/exercises
• Procedures (Script)/sample searches
• Assessment
Handouts
• Have a point to your handouts
• Number the pages
• Use the correct # of ppt slides on a page – so that
people can still read them!
• Staple if multiple pages
• Provide cover sheet or title page
• Use logo/branding/contact information
• PROOF and reproof!
• If possible, turn them into a web page!
Handouts, Cont’d.
• Keep student needs and learning styles in
mind
• Provide materials that are useful after the
session
• Avoid clutter in design
Presentations
• Check equipment
• Use proper lighting
• KISS (simple AND short)
• Orient students to where you are on the
screen
Physical and Emotional
Preparation
• Dress respectably, but dress comfortably
• Wear “confident” clothes
• Don’t over eat, but don’t be starving!
• If allowed, have water available
Some Prep Basics…
• Visit the space before teaching
• Have a back up!
• Maintain and carry a
“teacher’s tool box”
– What’s in it?
– Extension cord
– Markers
– Adapters
Handling Nervousness
• Accept it; don’t fight it
• Take a brisk walk ahead of time
• Don’t sit with legs crossed
• Let arms relax at sides
• Twirl wrist; relax fingers
Handling Nervousness, Cont’d.
• Lower shoulders
• Wiggle jaws back and forth
• Deep breathing
• “Let go” of nervousness
• Have a warm up routine
The Voice
• Warm up-Hummmm!
• Make sure your audience can hear you
• If you’re soft-spoken, a microphone might
help
• Use inflection to create variety
• Speak directly to the group
• Establish eye contact
It’s Time!
Just Before the Class
• Arrive early-Check out the technology
• Acquaint yourself with equipment
• Greet students (creates approachability, lets
you be in control of conversations as class
begins)
While You’re Teaching…
• Discipline and control
• Teaching techniques
Sometimes…A Moment
• Write out what you are going to say ahead of time
• Practice your presentation in advance
• If you lose yourself…
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Give yourself a moment to focus
Pause, breathe deeply, collect
Consult your notes (but don’t read from them!)
Hard question—be honest, jot it down and follow up
Be honest
Discipline: Basics
• Establish ground rules – ask up front that they not read
email, etc.
• Don’t get into an argument; help them keep face
• Use physical proximity
• Use a nerf ball to indicate who has the floor
• Know your stuff!
• Ask questions of those nearby.
• Depending on presentation ignore latecomer or stop and
catch them up.
• Use a “parking lot” for outside issues
Control
• Clearly explain the class goals and agenda to
let students know “WIIFM”
• Have a strategy for latecomers
• Face student unhappiness head on; if
someone has a problem, ask them how you
can make it better
• Make sure your classroom is conducive to
wakefulness
Exercise
• What would you do?
• A small group of students is talking in the
back of the class
• Students sigh and gasp in frustration as
class begins, indicating that “We were “just
in here last week in our English 101 class”
Exercise: Cont’d.
• A student interrupts consistently with off
topic questions or comments
• A student comes in late
• A student is asleep and snoring
Teaching Techniques
• Use metaphors or analogies to explain a
concept
• “Coke can” analogy
– Controlled vocabulary
• “Pay Per View” Metaphor
– The GOOD information/full text costs money!
Engage Your Audience With
Questions
• Ask questions to break the sequence of
lecturing
• Ask questions that gain attention or promote
understanding
• Ask questions that gauge knowledge
What About the Crickets?
• We all know that feeling…silence
• Pause, learn to accept silence--count to ten.
• Rephrase the question, it may be unclear
• Call upon a student
Using Humor
• Increases retention
• Reduces tension
• Grabs attention
• Can produce a more favorable reaction to a
speaker
Using Humor
• Props
• Anecdotes
• Personal experiences
• Cartoons
• Humorous questions and examples
• Music
Humor:
Things to Try
• One-liners (Information related?)
• Web Deception (Onion vs. CNN)
• Self-Deprecation
• Wacky but True (Exploding Head Syndrome)
• Music
• Using humor is not for everyone!
Humor: More Things to Try
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Humorous stories, jokes
Humorous questions, problem sets
Warning or cautions on a set of handouts
Spontaneous humor
Planned humor
Comic strips
Graphics
Audio clips
Using Humor: Avoid…
• Ethnic
• Racist
• Sexist
• Religious
• Insult or sarcasm
Games and Play
• Information Literacy Game, UNCG
• Competition for increased engagement
Use an “Active Learning”
(Constructivist) Approach
• Active learning principles:
• Familiar experiences as bridges to new experiences
(learning transfer)
• Applying concepts to a problem (practice)
• Think critically and act creatively (problem solving)
• Equilibration (de-stabilizing the familiar)
• Group activity
• Reinforcement (defining success)
• Application (new situation)
Creating Active Learning
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Identify Outcomes (assessment)
Apply active learning principles
Choose a method from your repertoire (techniques)
Establish timing
Prepare for change
Identify learning indicators (assessment)
Discuss and practice
Active Learning Techniques
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Discussion
Question and Answer
Hands-On
Peer Tutoring
Discovery Learning
Case-Based Learning
Learning by Reflection
Simulation-Based Learning
Incidental Learning
Active Learning Activities
• Peer Tutoring
• Students teach each other
• Can work well in classes of mixed abilities,
grade levels
• Students retain much more of what they
teach- the teachers are learning, too!
“Case-Based” Learning
• Students learn vicariously through stories
that illustrate effective use of knowledge
and skills
• Case studies
Incidental (Accidental?) Learning
• Content is linked to fun, game-based
activities. Students “learn in passing”
• Library Jeopardy
• Murder Mystery
• Crossword Puzzles
Reflection
• Students apply higher-level cognitive skills to
carry out sophisticated analyses.
• Web Site Evaluation
• Journaling
Role Play
• Instructor creates an artificial environment
to provide learning and the practice of skills
Discussion: What do you Do?
• Let’s wrap up day one with some examples
of strategies that you have used to engage
students and improve your classroom
teaching?
Remember…
• Don’t give up after one try
• Practice, practice, practice
• Always remember your audience
• Integrate new methods slowly
• Be Yourself
“See” You Tomorrow!
Day Two: Welcome Back!
• Questions? Comments?
• Classroom technology basics
• Pros and cons of popular teaching
technologies
• strategies and tips
• What’s new in teaching technology?
Technology:
Your Library Classroom
• Teaching workstation
• Projection
• Student workstations
The Teacher’s Workstation
in Your Classroom
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Keep the desktop clean and clear
Establish procedures for installing software
Maintain secure list of authorizations and passwords
Arrange it so that the person at the instructor’s workstation
can be seen from around the room
• Keep clutter to a minimum
• Maintain an easy distance to controls (lighting & projection)
Projection Systems
• Maintain directions for use (volume, focus,
brightness)
• Have a back up bulb ($$$)
• Establish procedures for making sure
projector is turned off
Student Workstations
• “Hide” games
• Limit access (so software cannot be
installed)
• Keep computers free from unauthorized,
unlicensed, or harmful software
• Deep Freeze
• http://www.faronics.com/
Teaching Technologies We Like:
Pros and Cons
• Flip Charts/Posters
• PowerPoint Slides
• Videos
• Web Pages
Flip Charts/Posters
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Yep, this is technology too
We often forget about how fun they can be!
Advantages:
Easy
Portable
Visual
Interactive* (Mindwalk)
http://memory.loc.gov/ammem/ndlpedu/lessons/psources/mindw
alk.html
• Disadvantages
• Not great for large groups
• Poor handwriting? spelling? Anxiety
Flip Chart Tips
• Prepare ahead of time
• Use a variety of marker colors
• Avoid using lighter colors
• Have some back up markers
• Use large, clear printing
PowerPoint
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Advantages:
Looks professional*
Good for large groups
Good prep/organizes thoughts
Easy to integrate into discussion
Disadvantages:
Requires special equipment
Requires some training/time to create
Requires decent graphics/composition skills
PowerPoint Tips
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Keep slides uncluttered
Slides work best as outlines
Use bulleted lists
Choose appropriate backgrounds
Make font readable (24 pt. minimum)
Don’t be distracting with:
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Images
Transitions
Graphics
Sound
Expand your PowerPoint with
Slideshare
• www.slideshare.net
• Upload and share slides easily
• Create a “zipcast” online meeting
» Some services are free, some require
a monthly subscription
PowerPoint Alternatives
• Prezi
• www.prezi.com
• Google Docs presentations
• www.google.com/documents
»
Others:
http://www.pcworld.com/businesscenter/article/219882/powerpoint_alternatives_present
ationtool_showdown.html
Videos
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Advantages:
Professional looking
Good for any sized group
Disadvantages:
Must be chosen wisely, relevant
Requires more special equipment
Copyright concerns
If using a portion, requires accurate cueing
Darkened room may make attendees sleepy
Sharing Video
• You Tube
• Vimeo (for more lengthy segments)
Web Pages
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Advantages
Allows “live” demonstration
Provides many interactive tools
Is visually appealing
Disadvantages
Prone to going down
Different sites may look different in different browsers
You may have limited access to online databases if you
are teaching in an unfamiliar space
Web Page Tips
• Create slides as a back up
• Carefully practice online database searches and have
many and varied examples
• If you are creating your own page:
• Create the page with audience in mind
• Arrange simply, make it easy to use
• Avoid clutter
• Code for a variety of browsers
• Use frames, graphics, backgrounds, and images wisely
More Teaching Technology
• Classroom management software
• Workstation management
• “Clickers”
• Web 2.0 (Blogs, Podcasts)
• Tutorials/Asynchronous “Teaching”
Classroom Management Software
• Improves flexibility
• Helps students stay on track
• Helps manage multiple workstations
effectively
• Desktop control keeps focus on learning
Classroom Management
Software Products:
• Recent Thread on Information Literacy
Listserv:
• SynchronEyes
• Robotel
• Vision
• Lanschool
Product List/Comparison: ACRL Chart
Workstation Management
• Deep Freeze and others
• Control workstations
• Schedule maintenance
• Update and deploy customized settings
Teaching in an
Electronic Classroom-Tips
• “Team” teach-use an assistant
• If an assistant isn’t available--let students “drive” so that
you can roam hands free
• Be patient and understanding with those who are new to
certain technologies
• Explain what you are doing as you do it
• Demonstrate slowly with deliberate movements
Tips, Cont’d.
• Remember…YOU are the presenter, NOT the
equipment
• Shut off monitors while lecturing
• Face the class, not the computer or display
• Limit use of the lecture method-hands-on is
key!
Teaching in an Electronic ClassroomMethods
• Demonstration method followed by handson practice
• - 10-25 minute “chunks”
• - Session may seem choppy
• - Control of session
• - Group dynamics vary
Team Teaching
• Librarian/Librarian
• Librarian/Faculty
• Librarian/Assistant
• Librarian/Volunteer
• Share content/demonstrations
• Effectively manage activities
Hands-On Activities
• Have a well-planned activity with clear
instructions
• Roam the room
• Respond to questions, guide students
• “Queue up” multiple questions; acknowledge
and respond
• “Pair up” people with less technical
experience with those with more
“Clickers”
• “Student Response Systems” or “Remote
Personal Response System”
• Uses remote control like device to send
student feedback
• Typically used in large classroom settings
• Can be used in class to assess
understanding of fundamental
concepts/clarification
“Clickers” In Action
Mobile Devices
• Use cell phones like clickers!
• Poll Everywhere
• http://www.polleverywhere.com/
Mobile: Other Uses
• Apply mobile applications to research
• “race!”
• Note taking
• Other ideas?
• Experiment!
• Great resource for many informational apps:
• http://apps.usa.gov/
Managing TechnologyYour Classroom Space
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Instructor’s Workstations
Keep the desktop clean and clear
Establish procedures for installing software
Maintain secure list of authorizations and passwords
Arrange it so that the person at the instructor’s
workstation can be seen from around the room
• Keep clutter to a minimum
• Maintain an easy distance to controls (lighting &
projection)
Learning Management Systems
• Blackboard, Moodle--many others.
• Design asynchronous materials for teaching
distance learners!
• Conduct online classes
• Share course specific materials
• “Live” reference help
Tutorials/Virtual Sessions
• Jing (FREE!)
• Adobe Captivate
• Camtasia
Social Media
• Blogs/Wikis
• Podcasts
• Facebook
• YouTube
Blogs/Wikis
• Can be used for sharing class information
(handouts, updates, etc.)
• Interesting implications for “Learning
Communities”
• Useful for assignments or active learning
activities, for example, research journals
• “Research Blog”
Podcasts
• Pre-recorded sessions to be downloaded
using popular software (itunes)
• Podcast lectures
• Self-guided library tours (ipods)
• Other asynchronous library orientations,
lectures, resource demos, & activities
Facebook, YouTube, Tumblr, Twitter
• Facebook—social networking tools of choice
for students
• Libraries have done
promotional/instructional videos on
YouTube
• Tumblr, Twitter—discussion forums
• Where can we integrate parts of our
instructional mission? Should we?
Resources
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Avery, S. (2005). Loex Presentation, “Beyond the mouse click: Using analogy and
metaphor in library instruction.”
ACRL, Instructional Technologies Committee. “Classroom Control Systems.”
http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/teachingmethods/cl
assroomcontrol.htm
ACRL PRIMO Database (teaching plans and class activities)
http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/emergingtech/prim
o/index.htm
ALA, “Library Skills, Information Skills, and Information Literacy: Implications for
Teaching and Learning.”
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume119
98slmqo/carey.htm
Arizona State University, Fletcher Library Game Project
http://westcgi.west.asu.edu/libcontrib/game/website/biblio.cfm
Deep Freeze Information, http://www.faronics.com/
Resources, Cont’d.
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Educause, “7 Things You Should Know About Clickers.”
http://www.educause.edu/ir/library/pdf/ELI7002.pdf
LaGuardia, Cheryl, and Christine Oka. (2000). Becoming a Library Teacher. New York:
Neal-Schuman.
Library Instruction Roundtable (ALA LIRT) “Library instruction teaching tips.”
http://www3.baylor.edu/LIRT/brochures.html
LOEX-Instruction Resources http://www.emich.edu/public/loex/resources.html
Radford University, McConnell Library “Instruction A La Carte Menu”
http://lib.radford.edu/Instruction/menu.asp
Merlot,
Selman, R. (2007). Creating digital classrooms. Teacher Librarian, 34 (3) Feb 2007
Walker, B. (2005). Loex Presentation, “Comedy Central: Using humor in library
instruction.”
Resources, Last, but not Least!
• “Exploding Head Syndrome” Articles:
• Weekly World News, “How to tell if your head’s going to
blow up.”
http://www.deas.harvard.edu/projects/weitzlab/research/
head-explode.html, 24 May 1994
• Evans, R.W. & Pearce, J.M.S. (2001). “Exploding Head
Syndrome.” Headache: The Journal of Head and Face Pain.
41, 602-603.
Thank You for Attending!
Questions?
Russell Palmer
Lyrasis
1.800.999.8558 ext. 4916
russell.palmer@lyrasis.org