Classroom Climate: Strategies
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Classroom Climate: Strategies


So here are some principles or strategies to think about when you’re thinking
about the affective domain. Look at your
assumptions. This might be critically hard to investigate. We’re resilient to our own assumptions–we don’t see
them, they’re unconscious. And not just for the usual suspect groups: women, minorities, et cetera. What’s your first instinct when
you have a student-athlete in a class about how they’re going to
do. What about somebody from a fraternity
or sorority Any kinds of groups might bring with
them assumptions that are unchallenged so let’s start challenging
our own assumptions. Using student names, modeling inclusive
language, diverse examples especially in
fields that have international students who might not be
familiar, say with American sports. If the course involves a significant interactive discussion component then let’s get on
the same page from the beginning about the
kinds of ways we want to interact here so that everybody feels
affirmed and supported even when maybe they get it wrong. What about
perceptions of fairness? How will you make sure that you are seen
by the students as fair? In terms of the grades you give, how you
arrive at those grades a sort of criteria and transparency. Be
mindful of low ability cues. Sometimes in our effort to appear
helpful, we might send inadvertent messages. “Of
course I’ll help you” might be that I know that women struggle more
with this. That’s a very mixed message that’s trying to communicate helpfulness
and at the same time reinforcing and innates low ability. Don’t ask people to speak for an entire
group. Representing the female perspective on
an issue or the black perspective or any other kind of perspective. And lastly,
be careful about those micro inequities that we
all do–I know I’ve done it myself–I need to be vigilant in terms of giving everybody equal
face time

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