I approach the classroom and my students like a professional work
environment.  I tell my students that when it comes to the classroom
they should view me as their employer and act accordingly.  All the
behavior expected in a professional work environment applies to my
classroom.  Be on time, don't leave early, and don't miss work, mutual
respect, be a creative team player, have a positive attitude, and accept
the challenges given without complaint.  The rules are there to create a
positive learning environment (anything that distracts from that is not
acceptable and not tolerated).  Students know that I am preparing them
for their professional lives and like any professional environment they
don't get to set the rules and policies.  Also, if they don't abide by
them their position can be terminated (removed from my classroom).  I
find that good students appreciate and enjoy classes that have standards
that are applied consistently and fairly in a respectful and collegial
manner.   My observation has been, as a student and teacher, that this
approach enhances the teaching environment.   My student evaluations
support that conclusion.

 

Bill

 

William R. Proulx, Ph.D., R.D.

Chair and Associate Professor

Department of Human Ecology

SUNY College at Oneonta

Oneonta, New York 13820

607-436-2705

________________________________

From: Teaching Breakfast List [mailto:[log in to unmask]] On
Behalf Of Amy Crouse-Powers
Sent: Wednesday, August 24, 2005 9:53 AM
To: [log in to unmask]
Subject: Re: Getting Your Syllabi Ready? - Posted to TB List by Jim
Greenberg

 

With my students (who are in far-flung parts of NY as I teach via the
SUNY Learning Network), I spend the first week of class negotiating the
class environment.  I ferret out their preferences -- how do we handle
disagreement, how do we respectfully debate, how do we deal with late
posters who hold up their colleagues, etc. . . . -- and we air our
concerns.  I know what the rules are going in -- because they always end
up being pretty much the same.  But it's helpful to have them voice them
themselves because then they are THEIR rules, and I can be the one who
gently reminds them of the norms they set for themselves.  

 

It's not a bunch of white guys in wigs in the hot Philadelphia summer,
but it serves its own governing purpose.  Time and time again, students
thank me for taking the time to facilitate this discussion because it
sets a collegial tone for the rest of the semetser.

 

:)

Amy

 

 

Amy Crouse-Powers

Senior Staff Assistant

Division of Graduate Studies, Continuing Education, 

Summer Sessions & Learning Support

SUNY College at Oneonta

 

        -----Original Message-----
        From: Teaching Breakfast List [mailto:[log in to unmask]]
On Behalf Of Achim Koeddermann
        Sent: Tuesday, August 23, 2005 8:42 PM
        To: [log in to unmask]
        Subject: Re: Getting Your Syllabi Ready? - Posted to TB List by
Jim Greenberg

        Dear Jim and all syllabus-users:
        when I came long time ago from far shores, the addiction to
syllabei struck me - we didn't need them in old Europe...
        Indeed, they give the flase impression that all is written in
stone - and thus prevent true dialogue, that allows for changes due to
needs of both parties; but mutual TRUST is required - and somehow this
legalized society trusts only what could stand the ordeal of a hearing
or a court of law.
        Syllabus distribution is good, I believe today, because it
serves as an outline; if it nails rules on walls, it is less good: it
ommitts the dialogue function of teaching, which in a socratic method
means that all and everything can be questioned - even the wisom of the
professor.... And with 78 students in my 8 a.m intro, I am not ready to
enter into such open dialogue.  Any suggestions?
        your Achim