Classroom Management for Librarians

Using this software

• Microphone• Raising your hand• Green / Red X• Laughing / Clapping • Stepping out

• Text chat• Audio• Full Screen• Exiting

Objectives

• By the end of this class, you will be able to: • Develop a teaching plan for a class• Manage classroom discipline and control• Implement a variety of teaching strategies to

improve teaching• Effectively integrate technology into teaching

Agenda

• Preparing to teach• Discipline and difficult situations• In class teaching strategies, tips, and activities• Teaching with technology-what’s new?• Teaching with technology-strategies and tips

Introduce Yourself!

• Share with the group: • Your name• Your institution• Your instructional role• What you would like to learn

Before You Teach—Prepare! First Steps

• Carefully assess what you will be teaching (conversation, questions)

• Become comfortable with the material

• List what you want to cover (50 minutes!)--Skills sets, concepts

• Design in class activities based on your objectives

Awareness

• Time• Space• Equipment• Cost• Language• Age and physical abilities of

audience• Travel

Formulate a Teaching Plan:Ask Yourself…

• What should students be able to do when they leave?

• What new knowledge should they gain/retain?

• What new skills will students acquire? Will they have a chance to practice them?

Formulating A Teaching Plan: Assessing Needs

• Identify and assess the needs of your class – Work closely with faculty – Ask lots of questions!

• Identify existing skill level • Identify special needs

Elements of a Good Teaching Plan:Write it Out

• Title of the class • Time/time frame • What materials you need• What handouts to share • Objectives• Activities/exercises • Procedures (Script)/sample searches• Assessment

Handouts • Have a point to your handouts • Number the pages• Use the correct # of ppt slides on a page – so

that people can still read them!• Staple if multiple pages • Provide cover sheet or title page• Use logo/branding/contact information• PROOF and reproof!• If possible, turn them into a web page!

Handouts, Cont’d.

• Keep student needs and learning styles in mind

• Provide materials that are useful after the session

• Avoid clutter in design

Presentations

• Check equipment• Use proper lighting• KISS (simple AND short)• Orient students to where you are on

the screen

Physical and EmotionalPreparation

• Dress respectably, but dress comfortably

• Wear “confident” clothes • Don’t over eat, but don’t be starving! • If allowed, have water available

Some Prep Basics…

• Visit the space before teaching • Have a back up! • Maintain and carry a

“teacher’s tool box” – What’s in it? – Extension cord– Markers– Adapters

Handling Nervousness

• Accept it; don’t fight it• Take a brisk walk ahead of time• Don’t sit with legs crossed• Let arms relax at sides• Twirl wrist; relax fingers

Handling Nervousness, Cont’d.

• Lower shoulders• Wiggle jaws back and forth• Deep breathing• “Let go” of nervousness• Have a warm up routine

The Voice

• Warm up-Hummmm!• Make sure your audience can hear

you• If you’re soft-spoken, a microphone

might help• Use inflection to create variety • Speak directly to the group• Establish eye contact

It’s Time! Just Before the Class

• Arrive early-Check out the technology

• Acquaint yourself with equipment• Greet students (creates

approachability, lets you be in control of conversations as class begins)

While You’re Teaching…

• Discipline and control • Teaching techniques

Sometimes…A Moment

• Write out what you are going to say ahead of time

• Practice your presentation in advance• If you lose yourself…

– Give yourself a moment to focus– Pause, breathe deeply, collect– Consult your notes (but don’t read from them!) – Hard question—be honest, jot it down and follow up– Be honest

Discipline: Basics • Establish ground rules – ask up front that they not

read email, etc.• Don’t get into an argument; help them keep face• Use physical proximity• Use a nerf ball to indicate who has the floor• Know your stuff!• Ask questions of those nearby.• Depending on presentation ignore latecomer or

stop and catch them up.• Use a “parking lot” for outside issues

Control

• Clearly explain the class goals and agenda to let students know “WIIFM”

• Have a strategy for latecomers • Face student unhappiness head on; if

someone has a problem, ask them how you can make it better

• Make sure your classroom is conducive to wakefulness

Exercise

• What would you do? • A small group of students is talking in

the back of the class• Students sigh and gasp in frustration

as class begins, indicating that “We were “just in here last week in our English 101 class”

Exercise: Cont’d.

• A student interrupts consistently with off topic questions or comments

• A student comes in late • A student is asleep and snoring

Teaching Techniques

• Use metaphors or analogies to explain a concept

• “Coke can” analogy – Controlled vocabulary

• “Pay Per View” Metaphor – The GOOD information/full text costs

money!

Engage Your Audience With Questions

• Ask questions to break the sequence of lecturing

• Ask questions that gain attention or promote understanding

• Ask questions that gauge knowledge

What About the Crickets?

• We all know that feeling…silence• Pause, learn to accept silence--count

to ten.• Rephrase the question, it may be

unclear• Call upon a student

Using Humor

• Increases retention• Reduces tension• Grabs attention• Can produce a more favorable

reaction to a speaker

Using Humor

• Props• Anecdotes• Personal experiences• Cartoons• Humorous questions and examples• Music

Humor: Things to Try

• One-liners (Information related?) • Web Deception (Onion vs. CNN) • Self-Deprecation• Wacky but True (Exploding Head

Syndrome) • Music

• Using humor is not for everyone!

Humor: More Things to Try

• Humorous stories, jokes• Humorous questions, problem sets• Warning or cautions on a set of handouts• Spontaneous humor• Planned humor• Comic strips• Graphics• Audio clips

Using Humor: Avoid…• Ethnic• Racist• Sexist • Religious• Insult or sarcasm

Games and Play

• Information Literacy Game, UNCG

• Competition for increased engagement

Use an “Active Learning” (Constructivist) Approach

• Active learning principles: • Familiar experiences as bridges to new

experiences (learning transfer)• Applying concepts to a problem (practice)• Think critically and act creatively (problem

solving)• Equilibration (de-stabilizing the familiar)• Group activity• Reinforcement (defining success)• Application (new situation)

Creating Active Learning

• Identify Outcomes (assessment)• Apply active learning principles• Choose a method from your repertoire

(techniques)• Establish timing• Prepare for change• Identify learning indicators (assessment)• Discuss and practice

Active Learning Techniques

• Discussion• Question and Answer• Hands-On• Peer Tutoring• Discovery Learning• Case-Based Learning• Learning by Reflection• Simulation-Based Learning• Incidental Learning

Active Learning Activities

• Peer Tutoring • Students teach each other• Can work well in classes of mixed

abilities, grade levels• Students retain much more of what

they teach- the teachers are learning, too!

“Case-Based” Learning

• Students learn vicariously through stories that illustrate effective use of knowledge and skills

• Case studies

Incidental (Accidental?) Learning

• Content is linked to fun, game-based activities. Students “learn in passing”

• Library Jeopardy• Murder Mystery• Crossword Puzzles

Reflection

• Students apply higher-level cognitive skills to carry out sophisticated analyses.

• Web Site Evaluation• Journaling

Role Play

• Instructor creates an artificial environment to provide learning and the practice of skills

Discussion: What do you Do?

• Let’s wrap up day one with some examples of strategies that you have used to engage students and improve your classroom teaching?

Remember…

• Don’t give up after one try• Practice, practice, practice• Always remember your audience• Integrate new methods slowly• Be Yourself

“See” You Tomorrow!

Day Two: Welcome Back!

• Questions? Comments? • Classroom technology basics • Pros and cons of popular teaching

technologies• strategies and tips• What’s new in teaching technology?

Technology: Your Library Classroom

• Teaching workstation• Projection• Student workstations

The Teacher’s Workstation in Your Classroom

• Keep the desktop clean and clear • Establish procedures for installing software • Maintain secure list of authorizations and

passwords• Arrange it so that the person at the instructor’s

workstation can be seen from around the room• Keep clutter to a minimum• Maintain an easy distance to controls (lighting &

projection)

Projection Systems

• Maintain directions for use (volume, focus, brightness)

• Have a back up bulb ($$$) • Establish procedures for making sure

projector is turned off

Student Workstations

• “Hide” games• Limit access (so software cannot be

installed) • Keep computers free from

unauthorized, unlicensed, or harmful software

• Deep Freeze • http://www.faronics.com/

Teaching Technologies We Like: Pros and Cons

• Flip Charts/Posters• PowerPoint Slides• Videos• Web Pages

Flip Charts/Posters• Yep, this is technology too• We often forget about how fun they can be! • Advantages: • Easy• Portable• Visual• Interactive* (Mindwalk)

http://memory.loc.gov/ammem/ndlpedu/lessons/psources/mindwalk.html

• Disadvantages• Not great for large groups• Poor handwriting? spelling? Anxiety

Flip Chart Tips

• Prepare ahead of time • Use a variety of marker colors• Avoid using lighter colors • Have some back up markers • Use large, clear printing

PowerPoint• Advantages: • Looks professional* • Good for large groups• Good prep/organizes thoughts• Easy to integrate into discussion• Disadvantages: • Requires special equipment• Requires some training/time to create• Requires decent graphics/composition skills

PowerPoint Tips

• Keep slides uncluttered• Slides work best as outlines• Use bulleted lists• Choose appropriate backgrounds• Make font readable (24 pt. minimum)• Don’t be distracting with:

– Images – Transitions– Graphics– Sound

Expand your PowerPoint with Slideshare

PowerPoint Alternatives

• Prezi• www.prezi.com• Google Docs presentations• www.google.com/documents

» Others: http://www.pcworld.com/businesscenter/article/219882/powerpoint_alternatives_presentationtool_showdown.html

Videos• Advantages: • Professional looking • Good for any sized group• Disadvantages: • Must be chosen wisely, relevant• Requires more special equipment • Copyright concerns • If using a portion, requires accurate cueing• Darkened room may make attendees sleepy

Sharing Video

• You Tube• Vimeo (for more lengthy segments)

Web Pages• Advantages• Allows “live” demonstration • Provides many interactive tools • Is visually appealing• Disadvantages• Prone to going down• Different sites may look different in different

browsers• You may have limited access to online

databases if you are teaching in an unfamiliar space

Web Page Tips• Create slides as a back up• Carefully practice online database searches

and have many and varied examples• If you are creating your own page: • Create the page with audience in mind• Arrange simply, make it easy to use• Avoid clutter• Code for a variety of browsers• Use frames, graphics, backgrounds, and

images wisely

More Teaching Technology

• Classroom management software• Workstation management • “Clickers”• Web 2.0 (Blogs, Podcasts) • Tutorials/Asynchronous “Teaching”

Classroom Management Software

• Improves flexibility • Helps students stay on track• Helps manage multiple workstations

effectively• Desktop control keeps focus on

learning

Classroom Management Software Products:

• Recent Thread on Information Literacy Listserv:

• SynchronEyes• Robotel• Vision• Lanschool

Product List/Comparison: ACRL Chart

Workstation Management

• Deep Freeze and others• Control workstations• Schedule maintenance• Update and deploy customized

settings

Teaching in an Electronic Classroom-Tips

• “Team” teach-use an assistant • If an assistant isn’t available--let students “drive”

so that you can roam hands free• Be patient and understanding with those who are

new to certain technologies • Explain what you are doing as you do it• Demonstrate slowly with deliberate movements

Tips, Cont’d.

• Remember…YOU are the presenter, NOT the equipment

• Shut off monitors while lecturing • Face the class, not the computer or

display• Limit use of the lecture method-

hands-on is key!

Teaching in an Electronic Classroom-Methods

• Demonstration method followed by hands-on practice

• - 10-25 minute “chunks”• - Session may seem choppy• - Control of session• - Group dynamics vary

Team Teaching

• Librarian/Librarian• Librarian/Faculty• Librarian/Assistant• Librarian/Volunteer

• Share content/demonstrations• Effectively manage activities

Hands-On Activities

• Have a well-planned activity with clear instructions

• Roam the room• Respond to questions, guide students• “Queue up” multiple questions;

acknowledge and respond• “Pair up” people with less technical

experience with those with more

“Clickers”

• “Student Response Systems” or “Remote Personal Response System”

• Uses remote control like device to send student feedback

• Typically used in large classroom settings

• Can be used in class to assess understanding of fundamental concepts/clarification

“Clickers” In Action

Mobile Devices

• Use cell phones like clickers!• Poll Everywhere • http://www.polleverywhere.com/

Mobile: Other Uses

• Apply mobile applications to research • “race!”• Note taking • Other ideas?

• Experiment! • Great resource for many informational

apps: • http://apps.usa.gov/

Managing Technology-Your Classroom Space

• Instructor’s Workstations• Keep the desktop clean and clear • Establish procedures for installing software • Maintain secure list of authorizations and

passwords• Arrange it so that the person at the

instructor’s workstation can be seen from around the room

• Keep clutter to a minimum• Maintain an easy distance to controls (lighting

& projection)

Learning Management Systems

• Blackboard, Moodle--many others. • Design asynchronous materials for

teaching distance learners!• Conduct online classes • Share course specific materials • “Live” reference help

Tutorials/Virtual Sessions

• Jing (FREE!)• Adobe Captivate• Camtasia

Social Media

• Blogs/Wikis• Podcasts• Facebook• YouTube

Blogs/Wikis

• Can be used for sharing class information (handouts, updates, etc.)

• Interesting implications for “Learning Communities”

• Useful for assignments or active learning activities, for example, research journals

• “Research Blog”

Podcasts

• Pre-recorded sessions to be downloaded using popular software (itunes)

• Podcast lectures • Self-guided library tours (ipods) • Other asynchronous library

orientations, lectures, resource demos, & activities

Facebook, YouTube, Tumblr, Twitter

• Facebook—social networking tools of choice for students

• Libraries have done promotional/instructional videos on YouTube

• Tumblr, Twitter—discussion forums• Where can we integrate parts of our

instructional mission? Should we?

Resources

• Avery, S. (2005). Loex Presentation, “Beyond the mouse click: Using analogy and metaphor in library instruction.”

• ACRL, Instructional Technologies Committee. “Classroom Control Systems.” http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/teachingmethods/classroomcontrol.htm

• ACRL PRIMO Database (teaching plans and class activities) http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/emergingtech/primo/index.htm

• ALA, “Library Skills, Information Skills, and Information Literacy: Implications for Teaching and Learning.” http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11998slmqo/carey.htm

• Arizona State University, Fletcher Library Game Project http://westcgi.west.asu.edu/libcontrib/game/website/biblio.cfm

• Deep Freeze Information, http://www.faronics.com/

Resources, Cont’d.• Educause, “7 Things You Should Know About Clickers.”

http://www.educause.edu/ir/library/pdf/ELI7002.pdf• LaGuardia, Cheryl, and Christine Oka. (2000). Becoming a Library

Teacher.  New York: Neal-Schuman.• Library Instruction Roundtable (ALA LIRT) “Library instruction

teaching tips.” http://www3.baylor.edu/LIRT/brochures.html• LOEX-Instruction Resources

http://www.emich.edu/public/loex/resources.html• Radford University, McConnell Library “Instruction A La Carte

Menu” http://lib.radford.edu/Instruction/menu.asp• Merlot, • Selman, R. (2007). Creating digital classrooms. Teacher Librarian,

34 (3) Feb 2007• Walker, B. (2005). Loex Presentation, “Comedy Central: Using

humor in library instruction.”

Resources, Last, but not Least!

• “Exploding Head Syndrome” Articles: • Weekly World News, “How to tell if your head’s

going to blow up.” http://www.deas.harvard.edu/projects/weitzlab/research/head-explode.html, 24 May 1994

• Evans, R.W. & Pearce, J.M.S. (2001). “Exploding Head Syndrome.” Headache: The Journal of Head and Face Pain. 41, 602-603.

Thank You for Attending!

Questions?Questions?Russell Palmer

Lyrasis1.800.999.8558 ext.

4916russell.palmer@lyrasis.

org