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 GreenbergDear 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