Welcome to Our 1:1 Classroom Management Session

Flexible Agenda

I. Setting the Stage for Our Collaborative Exploration

A. Let's Start with NPR--always a good place to begin

http://www.npr.org/templates/story/story.php?storyId=126241853

B. We Share Our Experiences--grappling with environmental balance in 1:1 classroom

C. Naming Our Concerns--"Me Too" online polling tool

http://delta.ncsu.edu/projects/metoo/view.php?metoo=538

II.
Considering 1:1 Classroom Scenarios--these really happen(ed)

A. Possible Problems (or are they?) and Responses

B. Collaborative Recommendations


III. Creating Useful 1:1 Classroom Management Products

A. Possible Statements or Policies for Syllabus Inclusion


B. Rubrics

C. Others?


1:1 Classroom Management Scenarios

I. Getting Started: After a rousing first class when you learned about your student, involved them in collaborative product creation, and introduced the syllabus, you enthusiastically welcome them back for Week Two! You notice after class has begun that about 40% of the students have their heads buried in their laptops—reading, smiling, “typing,” and not making eye contact as you conduct an important mini-lesson. You also notice that several of these students raise their heads to ask a question now and again that exactly replicates what you just explained. Other students raise their eyebrows. So…what’s next? How or do you address this topic now? What are your options?

II. “I’m So Glad You Said That”: In your graduate night class you notice that a number of students are using their laptops as other students are contributing to class. So, you announce that you are delighted that everyone is bringing and using laptops in class. In the spirit of a graduate class’ interest in research, you describe some of the research that indicates students’ report that they are often distracted by others sitting near them who are surfing the web, doing their email, checking our movies, etc. So…you say something like, “All I need is assurance that what you are doing (especially during other students’ comments to whole class discussions) relates to the class.” At the break,a couple of students say to you in private, “I’m so glad you said that! I have been in other classes where I was totally distracted by someone beside me viewing their 3-year-old wedding video, watching a tv program clip, etc.” What does this scenario say to us as professors? Is this distraction an issue? Or not? What are our responsibilities?
Table 1 Discussion
Table 2 Discussion
Table 3 Discussion