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Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, & Butterfield, 2003).
Before opening up the floor to discussion, or at a point where the class seems stuck or confused, have students take two minutes to take notes on what they’re thinking about: you will double the number of hands raised to offer a question or comment.
The invitation can be as open as the questions for the One-Minute Paper (see above), or can focus on a specific issue you’re trying to explore.
Teachers who have positive interaction with their students create classroom environments more helpful to learning and meet students’ developmental, emotional and educational needs.
Teaching is a people profession that demands a large amount of time being dedicated to personal interaction.
You should also identify moments in the main course readings where authors demonstrate good techniques, although this approach will be more relevant with secondary sources than with primary documents.
When you return a set of papers, take a few minutes to talk about the general strengths and weaknesses of the batch.This discussion can help students better understand the feedback on their own papers.Students learn to identify and correct grammar mistakes most quickly when they work with writing generated for the course.By allowing students to discuss aspects of their peers’ writing, they in turn internalize how to recognize particular writing issues and methods for addressing them.For example, an instructor could spend a few minutes discussing what makes a strong argument, and then ask students to share and give feedback on each other’s statements of argument for an upcoming essay.A variation on using an entire sample paper is to discuss one or more brief excerpts that illustrate a technique you want students to employ.Reading excerpts takes less time, and using two introductions reduces the chance you’ll promote a single, rigid model of a good paper.These moments of modeling can be made more effective if you call attention to them, especially if you echo the language of your Writing Guide.E.g., “Note that I’ve borrowed one of Rubin’s terms, but redefined it.Each of the following suggestions can be tweaked to emphasize its effect on writing or learning in your course, and any one of them can be done in just a few minutes.Traditionally used at the end of a class session, the one-minute paper (popularized by Richard Light at Harvard) asks students to take one minute and write on a separate sheet of paper: (1) the main point they’re taking from the day’s lecture, and (2) one question they have or issue they don’t quite understand. For the professor, the one-minute paper allows more direct access to what students think about the material.