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Co Teaching Un 100


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Co Teaching Un 100

  1. 1. General Teaching and Learning
  2. 2. <ul><li>Learning Objectives of Unit II </li></ul><ul><ul><li>Teaching Assistants will be able to perform basic instruction of UN 100 students. </li></ul></ul><ul><ul><li>Teaching Assistants will be able to mentor UN 100 students in maximizing their academic strengths while avoiding academic problems. </li></ul></ul>
  3. 3. <ul><li>Adult Learning Principles </li></ul><ul><ul><li>Pedagogy and Andragogy </li></ul></ul><ul><ul><li>Six Principles of Andragogy </li></ul></ul><ul><li>Learning Preferences </li></ul><ul><ul><li>VARK </li></ul></ul><ul><li>Developing Instruction </li></ul><ul><ul><li>Learning Objectives </li></ul></ul><ul><ul><li>Learning Activities and Evaluation </li></ul></ul><ul><li>Ethics and Good Practice </li></ul><ul><ul><li>What a TA is/Is not </li></ul></ul><ul><ul><li>Relationships </li></ul></ul>
  4. 4. <ul><li>Pedagogy </li></ul><ul><li>and </li></ul><ul><li>Andragogy </li></ul><ul><li>What’s the difference? </li></ul><ul><li>How does it relate to college? </li></ul>
  5. 5. <ul><li>Pedagogy </li></ul><ul><ul><li>Comes from the greek Paid meaning “child” and Agogus meaning “leader of”. </li></ul></ul><ul><ul><li>The art and science of teaching children </li></ul></ul><ul><ul><li>Teacher-centered education </li></ul></ul><ul><ul><ul><li>Student = “Empty glass” </li></ul></ul></ul><ul><ul><ul><li>Instructor= “Sage on the stage” </li></ul></ul></ul><ul><ul><li>Still common even in higher education </li></ul></ul>
  6. 6. <ul><li>Androgogy </li></ul><ul><ul><li>Adult education </li></ul></ul><ul><ul><li>Learner-centered education </li></ul></ul><ul><ul><li>Learner is ultimately responsible for learning </li></ul></ul><ul><ul><li>Instructor is a facilitator of learning- “guide by the side” </li></ul></ul><ul><ul><li>Six principles of Androgogy </li></ul></ul>
  7. 7. <ul><li>Core Adult Learning Principles </li></ul><ul><ul><li>#1) Learners need to know </li></ul></ul><ul><ul><li>#2) Self Concept of the learner </li></ul></ul><ul><ul><li>#3) Prior experience of the learner </li></ul></ul><ul><ul><li>#4) Readiness to learn </li></ul></ul><ul><ul><li>#5) Orientation to learning </li></ul></ul><ul><ul><li>#6) Motivation to learn </li></ul></ul>
  8. 8. <ul><li>#1) Learners need to know </li></ul><ul><ul><li>Adults need to know why they need to learn something. </li></ul></ul><ul><ul><li>How does it relate to their lives? </li></ul></ul><ul><ul><li>How will the learning improve their lives? </li></ul></ul>
  9. 9. <ul><li>Self concept of the learner </li></ul><ul><ul><li>Most adults resent and resist situations in which they feel that others are imposing their wills on them. Prefer self-direction. </li></ul></ul><ul><ul><li>Many college students are still transitioning into adulthood. Many continue “dependent” attitude. </li></ul></ul><ul><ul><li>College is not high school. Students, as legal adults, are responsible for their own learning. </li></ul></ul><ul><ul><li>Reduce dependency and encourage responsibility. </li></ul></ul>
  10. 10. <ul><li>Prior experience of the Learner </li></ul><ul><ul><li>Take into account the prior experience of the learners- they have valid and useful life experiences. </li></ul></ul><ul><ul><li>Connect learning to their life experiences whenever possible. </li></ul></ul><ul><ul><li>Realize different Learning Preferences </li></ul></ul><ul><ul><li>Encourage sharing of experiences </li></ul></ul><ul><ul><li>However… </li></ul></ul><ul><ul><ul><li>They may have picked up some bad habits along the way! </li></ul></ul></ul>
  11. 11. <ul><li>Readiness to learn </li></ul><ul><ul><li>What are they ready to learn? </li></ul></ul><ul><ul><ul><li>Background knowledge level </li></ul></ul></ul><ul><ul><ul><ul><li>Content- understanding of concepts used </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Jargon – level of language used </li></ul></ul></ul></ul><ul><ul><ul><li>Maturity level </li></ul></ul></ul><ul><ul><ul><ul><li>Ready for more self-directed learning? </li></ul></ul></ul></ul>
  12. 12. <ul><li>Orientation to learning </li></ul><ul><ul><li>Children have a subject-centered orientation to learning. Adults have a life-centered orientation to learning. </li></ul></ul><ul><ul><li>Make learning pertinent to real life situations whenever possible. </li></ul></ul><ul><ul><li>Use examples of how it might be used in their lives. </li></ul></ul>
  13. 13. <ul><li>Motivation to learn </li></ul><ul><ul><li>While there is motivation to learn from external sources (better jobs, better pay, promotions), internal sources (increased satisfaction, self-esteem, quality of life) are the most potent. </li></ul></ul><ul><ul><li>Try to motivate learners by showing them the positive benefits (both internal and external) of what they are learning. </li></ul></ul>
  14. 14. <ul><li>Other Comments: </li></ul><ul><li>Try to challenge students, but don’t try to “stump” them. Adults hate that! </li></ul><ul><li>Don’t forget to share your experiences with them- you’ve made it through freshman year already! </li></ul><ul><li>Always try to reinforce the personal responsibility that comes with the rights of adulthood- especially as it relates to their education. </li></ul>
  15. 15. <ul><li>Learning Activity: </li></ul><ul><ul><li>Individual Reflection- Written </li></ul></ul><ul><ul><li>Contrast your experiences from high school with your experiences with college so far. In your experience, how different is it? Think of examples of differences you have personally dealt with, how you dealt with them, and how it turned out. What advice would you give first semester freshmen concerning their academics? </li></ul></ul><ul><ul><li>Group Discussion- Spoken </li></ul></ul><ul><ul><li>Discuss your experiences with your group. </li></ul></ul>
  16. 16. <ul><li>What are Learning Preferences? </li></ul><ul><li>How do they affect the effectiveness of learning experiences? </li></ul><ul><li>What is VARK? </li></ul>
  17. 17. <ul><li>What is a &quot;learning preference&quot;? </li></ul><ul><ul><li>To put it simply, your learning preference (or learning style) is the way you tend to learn best. It involves your preferred method of taking in, organizing, and making sense of information. </li></ul></ul>
  18. 18. <ul><li>Benefits of understanding Learning Preferences: </li></ul><ul><ul><li>People learn most effectively when the learning strategies used are closely matched with their preferred learning style. </li></ul></ul><ul><ul><li>Sometimes we can improve our teaching by knowing what our student’s strengths are and then doing more of what they’re good at . </li></ul></ul><ul><ul><li>Different situations and learning environments require different learning strategies, so it's best to have a large repertoire from which to draw. </li></ul></ul>
  19. 19. <ul><li>VARK = </li></ul><ul><li>Visual </li></ul><ul><li>Aural/Auditory </li></ul><ul><li>Reading/Writing </li></ul><ul><li>Kinesthetic </li></ul>
  20. 20. <ul><li>Visual (V) </li></ul><ul><ul><li>This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words. </li></ul></ul>
  21. 21. <ul><li>Aural / Auditory (A) </li></ul><ul><ul><li>This perceptual mode describes a preference for information that is &quot;heard.&quot; Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through. </li></ul></ul>
  22. 22. <ul><li>Read/write (R) </li></ul><ul><ul><li>This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output — reading and writing in all its forms. </li></ul></ul>
  23. 23. <ul><li>Kinesthetic (K) </li></ul><ul><ul><li>By definition, this modality refers to the &quot;perceptual preference related to the use of experience and practice (simulated or real).&quot; Although such an experience may invoke other modalities, the key is that the student is connected to reality, &quot;either through experience, example, practice or simulation.&quot; </li></ul></ul>
  24. 24. <ul><li>Learning Activity: </li></ul><ul><ul><li>Write down the answers to the following questions: </li></ul></ul><ul><ul><ul><li>What learning preferences do you have? </li></ul></ul></ul><ul><ul><ul><li>What kinds of things help you to learn? </li></ul></ul></ul><ul><ul><li>Discuss your answers with your group. </li></ul></ul>
  25. 25. <ul><li>Learning Objectives </li></ul><ul><li>Learning Activities </li></ul><ul><li>Learning Evaluation </li></ul>
  26. 26. <ul><li>What is a Learning (Instructional) Objective? </li></ul><ul><ul><li>A collection of words intended to let others know what you intend for your students to achieve. It is: </li></ul></ul><ul><ul><ul><li>Related to intended outcomes- not the process of instruction. </li></ul></ul></ul><ul><ul><ul><li>Specific and measurable- not broad and intangible. </li></ul></ul></ul><ul><ul><ul><li>Concerned with students, not teachers. </li></ul></ul></ul>
  27. 27. <ul><li>Why care about learning objectives? </li></ul><ul><ul><li>It gives a clear picture of the desired learning outcomes. </li></ul></ul><ul><ul><li>“ If instruction doesn’t change anyone in desired ways, it isn’t any good, regardless of how elegant the lectures are or how complicated the hardware used to present it is.” </li></ul></ul><ul><ul><ul><li>-Robert Mager </li></ul></ul></ul>
  28. 28. <ul><li>Outcomes vs. Process </li></ul><ul><ul><li>What do these statements deal with (outcome or process)? </li></ul></ul><ul><ul><ul><li>To provide a lecture series on Platonism. </li></ul></ul></ul><ul><ul><ul><li>Be able to perform well in a role-play situation. </li></ul></ul></ul><ul><ul><ul><li>This course provides extensive practice exercises. </li></ul></ul></ul><ul><ul><ul><li>Be able to sing. </li></ul></ul></ul><ul><ul><ul><li>Develop Confidence. </li></ul></ul></ul>
  29. 29. <ul><li>Specific vs. General </li></ul><ul><ul><li>Avoid the “Fuzzies!” </li></ul></ul><ul><ul><li>Fuzzy learning objectives are too broad, abstract, or general- it will be very hard to determine if the objective is met. </li></ul></ul>
  30. 30. <ul><li>Which of these objectives are NOT fuzzy? </li></ul><ul><ul><li>Understand logic </li></ul></ul><ul><ul><li>Know your enemy </li></ul></ul><ul><ul><li>Thread this needle </li></ul></ul><ul><ul><li>Reassemble this computer </li></ul></ul><ul><ul><li>Think </li></ul></ul><ul><ul><li>Smile when greeting a student </li></ul></ul>
  31. 31. <ul><li>Measurable vs. Unmeasurable </li></ul><ul><ul><li>Tangible vs. Intangible </li></ul></ul><ul><ul><li>Tangible= measurable. Can be either quantitative or qualitative. </li></ul></ul><ul><ul><li>Intangible= not measurable. No easy way to measure it. </li></ul></ul>
  32. 32. <ul><li>Are these statements measurable? </li></ul><ul><ul><li>Be able to tie a knot. </li></ul></ul><ul><ul><li>Be able to internalize a growing awareness of confidence. </li></ul></ul><ul><ul><li>Be able to accurately diagnose symptoms of the flu. </li></ul></ul><ul><ul><li>Be able to react accordingly to disturbing situations. </li></ul></ul>
  33. 33. <ul><li>Learning Activity: </li></ul><ul><ul><li>Design your own learning objectives for three things you would teach someone. It should be something you know how to do yourself. Remember- it should: </li></ul></ul><ul><ul><ul><li>Be Specific </li></ul></ul></ul><ul><ul><ul><li>Be Measurable </li></ul></ul></ul><ul><ul><ul><li>Focus on outcomes rather than processes </li></ul></ul></ul>
  34. 34. <ul><li>What is a learning Activity? </li></ul><ul><li>Why are they important? </li></ul><ul><li>How do you chose a good one? </li></ul>
  35. 35. <ul><li>“ Real learning is not memorization. Most of what we memorize is lost in hours. Learning can't be swallowed whole. To retain what has been taught, students must chew on it.&quot; </li></ul><ul><ul><ul><li>Mel Silberman </li></ul></ul></ul>
  36. 36. <ul><li>Learning Activities are experiences where learners are given the chance to try working with the material being taught. </li></ul><ul><li>They should be as close to real world experience as is plausible. </li></ul>
  37. 38. Bloom’s Taxonomy of the Cognitive Domain (Revised)
  38. 39. Bloom’s Taxonomy of the Cognitive Domain (Revised)
  39. 40. ?
  40. 42. Learning Pyramid Teaching Others/ Immediate Use Practice by Doing Discussion Group Demonstration AV Reading Lecture Remembering Understanding Applying Analyzing Evaluating Creating Bloom’s Taxonomy of the Cognitive Domain (Revised)
  41. 43. Learning Pyramid Bloom’s Taxonomy of the Cognitive Domain (Revised) Complexity of thought Retention of Information Interaction with content/others Teaching Others/ Immediate Use Practice by Doing Discussion Group Demonstration AV Reading Lecture Remembering Understanding Applying Analyzing Evaluating Creating
  42. 44. <ul><li>Learning Activities that: </li></ul><ul><ul><li>Use more complexity of thought, and </li></ul></ul><ul><ul><li>Force greater interaction with content and/or others </li></ul></ul><ul><li>Generally result in: </li></ul><ul><ul><li>Greater retention of course content material </li></ul></ul>
  43. 45. <ul><li>Discussion </li></ul><ul><li>Buzz group </li></ul><ul><li>Fish Bowl </li></ul><ul><li>Q & A </li></ul><ul><li>Case Study </li></ul><ul><li>Role Play </li></ul><ul><li>Game </li></ul><ul><li>Lab </li></ul><ul><li>Practice Exercise </li></ul><ul><li>Syndicates </li></ul>
  44. 46. <ul><li>The important thing is to: </li></ul><ul><ul><li>Get them involved </li></ul></ul><ul><ul><li>Get them thinking about the subject </li></ul></ul><ul><ul><li>Get them doing something realistic with the subject if possible </li></ul></ul><ul><ul><li>Get them reflecting upon what they did and maybe sharing with others. </li></ul></ul>
  45. 47. <ul><li>What is Evaluation? </li></ul><ul><li>Why is it Important? </li></ul><ul><li>Types of Evaluation </li></ul>
  46. 48. <ul><li>What is an Evaluation? </li></ul><ul><ul><li>A way for the learning facilitator (Instructor) to gauge the success of learners in mastering the subject being studied or explored. </li></ul></ul><ul><ul><li>Not necessarily just a test/quiz! </li></ul></ul><ul><ul><li>It should measure the success of the Learning Objectives - did they learn what they needed to learn? </li></ul></ul>
  47. 49. <ul><li>Why is Evaluation Important? </li></ul><ul><ul><li>It measures whether learning has taken place, and to what level- individual. </li></ul></ul><ul><ul><ul><li>How do you know that they have learned it? </li></ul></ul></ul><ul><ul><li>It measures whether the program is meeting its own learning objectives- class. </li></ul></ul><ul><ul><ul><li>How do we know that the teaching is successful? </li></ul></ul></ul>
  48. 50. <ul><li>Performance and Non-Performance </li></ul><ul><ul><li>Testing </li></ul></ul><ul><ul><ul><li>Norm-referenced (curve) </li></ul></ul></ul><ul><ul><ul><li>Criterion-referenced </li></ul></ul></ul><ul><ul><li>Socratic Dialogue/Questioning </li></ul></ul><ul><ul><li>Problem-Solving Projects </li></ul></ul><ul><ul><li>Case Studies </li></ul></ul><ul><ul><li>Practice Sessions </li></ul></ul><ul><ul><li>Observation </li></ul></ul>
  49. 51. <ul><li>Next Week </li></ul><ul><ul><li>You are going to create a learning activity on a FYP curriculum subject. </li></ul></ul>
  50. 52. <ul><li>What Is Ethics? </li></ul><ul><li>Why should I care? </li></ul><ul><li>What are the Ethical Standards of Being a Teaching Assistant? </li></ul>
  51. 53. <ul><li>What is Ethics? </li></ul><ul><ul><li>A set or system of moral principles and values prescribing appropriate behavior under certain circumstances. </li></ul></ul><ul><ul><li>A moral code of conduct. </li></ul></ul>
  52. 54. <ul><li>Why should I care? </li></ul><ul><ul><li>Duty </li></ul></ul><ul><ul><ul><li>Citizens of a Just Society </li></ul></ul></ul><ul><ul><li>Professionalism </li></ul></ul><ul><ul><ul><li>Representing the Teaching Profession </li></ul></ul></ul><ul><ul><li>Legality </li></ul></ul><ul><ul><ul><li>Fiduciary Responsibilities </li></ul></ul></ul><ul><ul><li>Altruism </li></ul></ul><ul><ul><ul><li>Helping others enjoy a happy, fulfilling life </li></ul></ul></ul>
  53. 55. <ul><li>Four Norms That Should Govern Teaching: </li></ul><ul><ul><ul><li>Honesty </li></ul></ul></ul><ul><ul><ul><li>Promise-Keeping: Promise-keeping requires the instructor to fulfill the &quot;promises&quot; made at the beginning of the semester. Syllabi, assignments, grading principles, and class and office hour schedules involve promises made to students. </li></ul></ul></ul>
  54. 56. <ul><ul><ul><li>Respect for Persons: Teachers ought to encourage mutual respect among students. Additionally, instructors ought to show respect and common courtesy for students both during interpersonal interactions and in responding promptly to students' need for guidance and feedback. </li></ul></ul></ul><ul><ul><ul><li>Fairness: Recognizing the inherent subjectivity involved in grading, instructors ought to ensure that their grading practices are as objective as possible by creating and adhering to unambiguous criteria. </li></ul></ul></ul>
  55. 57. <ul><ul><ul><li>Content Competence - A university teacher maintains a high level of subject matter knowledge and ensures that course content is current, accurate, representative, and appropriate to the position of the course within the student's program of study. </li></ul></ul></ul><ul><ul><ul><li>Pedagogical Competence - A pedagogically competent teacher communicates the objectives of the course to students, is aware of alternative instructional methods or strategies, and selects methods of instruction that are effective in helping students to achieve the course objectives. </li></ul></ul></ul>
  56. 58. <ul><ul><ul><li>Dealing with Sensitive Topics - Topics that students are likely to find sensitive or discomforting are dealt with in an open, honest, and positive way. </li></ul></ul></ul><ul><ul><ul><li>Student Development - The overriding responsibility of the teacher is to contribute to the intellect development of the student, at least in the context of the teacher's own area of expertise, and to avoid actions such as exploitation and discrimination that detract from student development. </li></ul></ul></ul>
  57. 59. <ul><ul><ul><li>Dual Relationships with Students - To avoid conflict of interest, a teacher does not enter into dual-role relationships with students that are likely to detract from student development or lead to actual or perceived favoritism on the part of the teacher. </li></ul></ul></ul><ul><ul><ul><li>Confidentiality - Student grades, attendance records, and private communications are treated as confidential materials and are released only with student consent, for legitimate academic purposes, or if there are reasonable grounds for believing that releasing such information will be beneficial to the student or will prevent harm to others. </li></ul></ul></ul>
  58. 60. <ul><ul><ul><li>Respect for Colleagues - A university teacher respects the dignity of her or his colleagues and works cooperatively with colleagues in the interest of fostering student development. </li></ul></ul></ul><ul><ul><ul><li>Valid Assessment of Students - Given the importance of assessment of student performance in university teaching and in students' lives and careers, instructors are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair, and congruent with course objectives. </li></ul></ul></ul>
  59. 61. <ul><ul><ul><li>Respect for Institution - In the interest of student development, a university teacher is aware of and respects the educational goals, policies, and standards of the institution in which he or she teaches. Visit the Association for Practical and Professional Ethics' Web site to learn more about ethics in college teaching. </li></ul></ul></ul>
  60. 62. <ul><li>The purpose of this exercise is to engage the students in higher level thought concerning situations that may come up in a UN 100 environment. The students are to identify possible problems and write a short essay as to how they would attempt to resolve those issues. </li></ul><ul><li>Be prepared to discuss your group’s solutions with the class. </li></ul>
  61. 63. <ul><li>Case Study #1 </li></ul><ul><li>  </li></ul><ul><li>Your UN 100 class had been going well so far this semester. About the third week into it, though, some problems started surfacing. Two students in the class (Brody and Lisa) had been going out together and broke up last week. Both of them have traded dirty looks and rude remarks in the last week or so, and tempers do not seem to be cooling down. </li></ul><ul><li>Several of the students sitting in the back of the room have also started talking during lecture. At first they were somewhat quiet (whispering), but they have gradually gotten louder in the last couple of days. Several of the students around them have turned around and looked at them, obviously annoyed, but they seem to be oblivious to it. </li></ul><ul><li>To make matters worse, one student (Britney) is disputing a grade you have given her on her weekly paper. You gave her a “B” and she thinks she deserves an “A.” Although her writing was flawless, she did not follow directions properly, so you gave her a “B” according to your instructor’s grading rubrics. </li></ul><ul><li>Finally, to top it off, a student (Janet) has come to you after class. She tells you that her grandma died two days ago and is having a hard time coping. She starts sobbing and says that she wishes that she could have been there and feels guilty for going to college while her grandma was sick. </li></ul>
  62. 64. <ul><li>Case Study #2 </li></ul><ul><li>Your UN 100 class has started out a little rough. From the start, you have butted heads with the instructor. You feel that the instructor is using outmoded forms of instruction, has an ego problem, and doesn’t seem to care what you have to say about anything having to do with the class. He pretty much only has you handing out papers and closing the door when it gets loud out in the hall. Obviously, you feel that you are not being utilized to your fullest extent in the classroom. </li></ul><ul><li>Student-wise, things are getting pretty uncomfortable as well. One student (Rob) insists that he handed in an assignment, when you clearly know he didn’t. You gave him a zero, but he insists that you graded it and gave him an “A.” He cannot produce the disputed assignment, however, as he claims he thought he didn’t need to hold on to it anymore as it was already graded by you. He demands that you fix this mix-up! </li></ul><ul><li>Yet another student (Liz) is surfing the net during class time. She rarely looks up from her computer and it seems to you that she has no idea of what is going on around her. Today there were group presentations and she spent the whole time staring at her laptop. </li></ul><ul><li>To make matters worse, another student (Sharon) has confided in you that she has a drug abuse problem but doesn’t know what to do about it. She often misses class and smells of alcohol sometimes. </li></ul>
  63. 65. <ul><li>Case Study #3 </li></ul><ul><li>Your UN 100 class has been relatively easy up until last week. One of your students (Caroline) was sexually assaulted over the weekend and seems despondent and depressed in class. You know that she is seeing a counselor. You want to help her out, but you’re not sure what to do next. </li></ul><ul><li>On another note, several of your students are coming in over 5 minutes late every other day. The instructor stops talking when they come in and seems upset. You think she might be waiting for you to say something to the students. Also, speaking of the instructor, one particular student (David) seems to have a crush on her; It’s blatantly obvious, actually. David stares at her all the time and tries to get close to her whenever possible. He doesn’t seem dangerous or anything, but he is intense at times. The instructor seems to be uncomfortable around him. </li></ul><ul><li>To make matters worse, one of your students (Riley) claims that she handed in a paper and got an “A”, but you have no record of it in your grade book. Come to think of it, you do remember her handing it in, but you don’t remember the grade you gave her. You must have forgotten to log it! She no longer has the paper to prove her claim. </li></ul>
  64. 66. <ul><li>Case Study #4 </li></ul><ul><li>The semester started out all right in your UN 100 class; that is, until the first weekly assignment was due. One student (Britney) is disputing a grade you have given her on her first weekly paper. You gave her a “B” and she thinks she deserves an “A.” Although her writing was flawless, she did not follow directions properly, so you gave her a “B” according to your instructor’s grading rubrics. To make matters worse, one of her parents (mother) has called you and is disputing the grade. She states that undergrads shouldn’t be grading undergrads: “What kind of school am I sending my daughter to?” Her mother has called you twice already, and states she will not rest until this issue is rectified. She must have retrieved your personal phone number from the syllabus. </li></ul><ul><li>Meanwhile, in the classroom, you have a problem student (Paul). Paul participates a great deal in class discussions, and seems relatively intelligent. He does, however, think most everyone else in the class is a moron, and is quite vocal about it. He constantly speaks in a demeaning tone to others and often laughs at other peoples contributions. </li></ul><ul><li>Another student (Jeremy) has obviously been sick the last couple of days. He coughs, sneezes, and wheezes a lot, and looks really pale. The other students around him treat him like he’s got the plague or something of that nature. Jeremy doesn’t seem to be able to focus on what’s going on in class, but he doesn’t want to miss anything. </li></ul>
  65. 67. <ul><li>You are starting to wonder what you have gotten yourself into! It is half way through the semester and your UN 100 class has seemingly went south. It started out with one of your students having a crush on you. He/She is obviously romantically interested in you and tries to be near you whenever possible. Sometimes, He/She calls you up to ask you questions that are obvious, and then tries to make small talk. You have made excuses to cut it short, but He/She doesn’t seem to get the hint. You feel that it might be escalating into something uncomfortable, but you don’t want to hurt His/Her feelings. </li></ul><ul><li>Also, several students in your class (George and José) are using their computers in inappropriate ways during class. José is obviously instant messaging during class time. He is looking at his computer all the time and giggles at something on his laptop screen often. You have told him that if he’s instant messaging to please stop, but he just denies it. </li></ul><ul><li>George is a movie buff; so much so, in fact, that he watches them during class. He is completely engrossed watching his laptop screen all the time during class, and other students around and behind him can’t help but look at the screen. It is becoming very disruptive. You have given him subtle hints that maybe he should close his laptop and pay attention, but he has only responded by giving you very menacing looks. </li></ul><ul><li>You are also bothered by something going on in your class concerning two of your students (Gary and Tom), who are both gay. Tom has come to you for help. He claims that Gary has made passes at him after class, and that he has told Gary numerous times that he is not interested. Tom is now afraid that Gary is stalking him. He seems genuinely afraid for his safety and doesn’t know what to do. </li></ul><ul><li>To top all of it off, your computer has just crashed big time, and you have lost all the data on your hard drive. All the student’s paper grades were on that hard drive; you made no back-ups and you have no hard copies. You fear that your instructor will be furious. </li></ul>
  66. 68. <ul><li>The Adult Learner , 6 th edition. Knowles,Swanson, Holton. </li></ul><ul><li>Preparing Instructional Obje ctives, 3 rd edition. Robert Mager. </li></ul><ul><li>Handbook of Training Evaluatio n, 3 rd edition. Jack Phillips. </li></ul><ul><li>Evaluation Methods. </li></ul><ul><li>Teaching Ethics. </li></ul>