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Seven Principles for Good Practice in Undergraduate Education

What are the Seven Principles?

What are the Seven Principles?

How can undergraduate education be improved? In 1987, Arthur W. Chickering and Zelda F. Gamson answered this question when they wrote “Seven Principles for Good Practice in Undergraduate Education.” They defined what good education means at the undergraduate level. The seven principles are based upon research on good teaching and learning in the college setting.

These principles have been intended as a guideline for faculty members, students, and administrators to follow to improve teaching and learning. Research for over 50 years on practical experience of students and teachers supports these principles. When all principles are practiced, there are six other forces in education that surface: activity, expectations, cooperation, interaction, diversity, and responsibility. Good practices work for professional programs as well as the liberal arts. They also work for a variety of students: Hispanic, Asian, young, old, rich, poor.

Teachers and students have the most responsibility for improving undergraduate education. However, improvements will need to be made by college and university leaders, and state and federal officials. It is a joint venture among all that is possible. When this does occur, faculty and administrators think of themselves as educators that have a a shared goal. Resources become available for students, faculty, and administrators to work together.

The goal of the seven principles is to prepare the student to deal with the real world.


Principle 1: Encourage contact between students and faculty.

Building rapport with students is very important. The contact between students and teachers are vital to the students’ success. One of the main reasons students leave school is the feeling of isolation that they experience. The concern shown will help students get through difficult times and keep working. Faculty have many avenues to follow to open up the lines of communication.

For the regular classroom:

  • Invite students to visit outside of class.
  • Know your students by name.
  • Help students with problems in their extracurricular activities.
  • Personalize feedback on student assignments.
  • Attend student events.
  • Advise students regarding academic courses and career opportunities.
  • Seek out students you feel are having a problem with the course or are frequently absent.
  • Encourage students to present their views and participate in class discussions.
  • Have regular office hours.
  • Help students to work with other faculty. Let them know of options, research, etc. of other faculty.
  • Share personal experiences and values.
  • Use the one-minute paper at the end of class to get feedback on what the student is learning and how well they are learning it.
  • Talk to students on a personal level and learn about their educational and career goals.

For distance and online courses:

  • Try computer conferencing.
  • Use list serves.
  • Clearly communicate your email response policy.
  • Encourage e-mail correspondence and discussion forum use, especially beneficial for those that are shy or are from different cultures because it allows them a different avenue of communication that might be more comfortable.
  • “Chat time” online with faculty (at various times, scheduled weekly).
  • Use pictures of faculty/students.
  • Visit the distance sites, if possible.
  • Have an on-site support person.
  • Maintain eye contact with camera and local students.
  • Arrange for group work at a distance site.

Principle in action:

  • A York College (PA) professor has incorporated an invitation in the syllabus to encourage contact during office hours: “You are encouraged to stop in during office hours to talk about any problems or suggestions you may have concerning the course; about careers (especially graduate school or the benefits of majoring or minoring in (Insert your course here); or just about things in general. If you want to talk to me and find the schedule hours to be inconvenient, feel free to schedule an appointment.”
  • Faculty at St. Norbert College, Wisconsin, use electronic mail discussion groups. Many instructors find that the students are more willing to participate in a written discussion than to speak up in class. The instructor monitors the discussions and participates along with the students, adding personal perspectives and ideas to those of the students.
  • The Residential College of Winona State University has implemented a “living-and-learn” environment to encourage student and faculty interaction. It is located 12 blocks from the main campus and houses 400 students in large, mostly single rooms. Academic activities at the Residential College include freshman seminars, sophomore common reading seminars, and an in-resident program with notable scholars or artists participating with students in a variety of experiences. Residential College faculty are located there and hold office hours. The interaction between students and faculty are enhanced because of the increased interaction.

Technology, like e-mail, computer conferencing, and the World Wide Web/Internet, now gives more opportunities for students and faculty to converse. It is efficient, convenient, and protected. It allows more privacy so that students are able to discuss more openly without fear that other students are going to hear. E-mail also gives student more time to think about what they want to say. With these new alternatives to face-to-face communication, interaction from more students should increase within the classroom.

Resources:

  • Building awareness and diversity into student life: Pomona College. (1991). Liberal Education, 77 (1), 38-40.
  • First year experience creates a community of learners: Augsburg College. (1989). Liberal Education, 75 (5), 28-29.
  • Furlong, D. (1994). Using electronic mail to improve instruction. The Teaching Professor, 8 (6), 7.
  • O’Neill, K.L. and Todd-Mancillas, W.R. (1992). An investigation into the types of turning points affecting relational change in student-faculty interactions. Innovative Higher Education, 16, (4), 227-290.
  • Wilson, R.C., Gaff, J.G., Dienst, L.W., and Bavry, J.L. (1975). College Professors and Their Impact on Students. New York, NY: John Wiley.

Principle 2: Develop reciprocity and cooperation among students.

When students are encouraged to work as a team, more learning takes place. Characteristics of good learning are collaborative and social, not competitive and isolated. Working together improves thinking and understanding.

For the regular classroom:

  • Use cooperative learning groups
  • Have students participate in activities that encourage them to get to know one another.
  • Encourage students to join at least one organization on campus.
  • Assign group projects and presentations
  • Utilize peer tutoring.
  • Encourage students to participate in groups when preparing for exams and working on assignments.
  • Distribute performance criteria to students is that each person’s grade is independent of those achieved by others.
  • Encourage students from different races and cultures to share their viewpoints on topics shared in class.

For distance and online courses:

  • Use chat sites and discussion forums for student-to-student communication.
  • Set up teams to interact through e-mail or phone bridges with enough people at each site.
  • Encourage students to respond to their peers’ work by posting it on the internet.
  • Have a question and answer time online.
  • Use teleconferencing for idea sharing.
  • Encourage online discussion groups that require interaction.
  • Work on group projects through phone and e-mail.
  • Team-teach courses.
  • Include an “ice-breaker” activity to allow students to share their interest and to learn about others.

Principle in action:

  • Students in communication courses at Miami University develop a group “code of conduct” to help facilitate cooperative learning. A sample code is given out as a model. The sample code includes: respect each other, criticize ideas instead of people, listen actively, seek to understand before being understood, contribute to group discussion, keep an open mind, share responsibility, and attend all meetings. Students are encouraged to customize the code to address other shared concerns the group may have. Students refer to the code after each class or group session to assess their performance and identify areas for improvement.
  • At Naugatuck Valley Community-Technical College, students are tested both individually and collaboratively. Students are given a test date but are not told in which fashion they will be tested. Group tests are highly structured and a unanimous decision must be reached for the answer. The collaborative testing method helps students experience a sensitivity for diversity and others’ point of view; develop and refine skills in persuasion, listening, and reading; and share responsibility and accountability. This method also reduces test anxiety among students.
  • In a first-year composition class at University of Minnesota students videotape themselves discussing apprehensions before taking the course, their feelings when they received their papers back, and what they learned from the class. Next quarter, the video is shown to new students in the course to show that the feelings they are experiencing are shared by others and helps motivate them to succeed.

Cooperative learning has several benefits. Students care more about their learning because of the interdependent nature of the process. Retention is higher because there is a social and intellectual aspect on the content material. Students also find the method more enjoyable because there is no competition placed upon them. Cooperation, not competition, is more effective in promoting student learning.

Resources:

  • Cassini, C. (1994). Collaborative testing, grading. The Teaching Professor, 8 (4), 5.
  • Grading student projects: A project in itself. (1994). Adapted from For Your Consideration, 3 (3), by The Teaching Professor, 8 (2), 3-4.
  • Johnson, D.W. and Johnson, R.T. (1985). Cooperative Learning: Warm Ups, Grouping Strategies and Group Activities. Edina, MN: Interaction Book Co.
  • McKinney, K. and Graham-Buxton, M. (1993). The use of collaborative learning groups in the large class: Is it possible? Teaching Sociology, 21, 403-408.
  • Prescott, S. (1992). Cooperation and motivation. Cooperative Learning and College Teaching, 3 (1).
  • *Special note: The National Center on Post secondary Teaching, Learning, and Assessment has developed a source book on collaborative learning. Contact: NCTLA, Penn State University, 403 S. Allen St. Suite 104, University Park, PA 16801.

Principle 3: Encourage active learning.

Learning is an active process. Students are not able to learn much by only sitting in classes listening to teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.

For the regular classroom:

  • Ask students to relate what they are learning to something in real life.
  • Use journaling.
  • Give students concrete, real-life situations to analyze.
  • Encourage students to suggest new reading, projects, or course activities.
  • Ask students to present their work to the class.
  • Use of simulation software to run “what-if” scenarios allows students to manipulate variables and circumstances.
  • Practice role modeling and use web-based case studies to practice new thinking skills.
  • Encourage students to challenge your ideas, the ideas of other students, or those ideas presented in readings or other course materials in a respectful matter.
  • Set up problem solving activities in small groups and have each group discuss their solutions with the class.

For distance and online courses:

  • Allow flexibility in choosing material so that it is more meaningful to the learner (e.g. students choose their own topic, project format, etc.).
  • Have an interactive web page.
  • Debate on-line.
  • Present students work for other students to review.
  • Talk about what students are learning by creating a learning group through e-mail, telephone, chat room, or conferencing.
  • Use e-mail for group problem solving.

Principle in action:

  • At Iowa State University, history students interview prominent historical individuals during a press conference. After the press conferences, students work in groups identifying the main ideas and creating headlines and news articles that highlight those ideas.
  • Structured journal writing is a major part of several classes at Lesley College. Each journal entry has two parts: the first paragraph emphasizes points for recall and retention; the second part emphasizes application of the content to the student’s life experience and observation.
  • An education professor at the University of Wisconsin-LaCrosse has created a hypothetical school system, complete with administration, teachers, pupils, and families. The goal is to help the students learn the legal aspects of special education. During the semester, the students take on all roles as they participate in legal cases involving students with disabilities. Students gain an understanding of the law as it applies to special education and students with disabilities, and they develop a human understanding of the human side of the cases.

Promoting active learning in higher education is a struggle because of the learning background that many students come to classes with. This is due to the fact that the norm in our nation’s secondary schools has been to promote passive learning. A large amount of information needs to be covered with not enough time, so teachers resort to lecture in order to economize their time to cover as much material as possible. Students progress from topic to topic with no real understanding of the content and how it relates to their life. Effective learning is active learning. The concept of active learning has been applied to curriculum design, internship programs, community service, laboratory science instruction, musical and speech performance, seminar classes, undergraduate research, peer teaching, and computer-assisted learning. The common thread between all these events is to stimulate students to think about how they as well as what they are learning and to take more responsibility for their own education.

Resources:

  • Gabennesch, H. (1992). Creating quality class discussion. The Teaching Professor, 6 (9), 5.
  • Hands on experience in course’s focus: Temple University. (1989). Liberal Education, 75 (4), 33-34.
  • Harrison-Pepper, S. (1991). Dramas of persuasion: Utilizing performance in the classroom. Journal of Excellence in College Teaching, 2.
  • Interdisciplinary approach to technology. (1998). Liberal Education, 74, (2), 23-24.
  • Nalcolmson, P. and Myers, R. (1993). Debates: Techniques for improving student thinking. The Teaching Professor, 7 (3) 6.

Principle 4: Give prompt feedback.

By knowing what you know and do not know gives a focus to learning. In order for students to benefit from courses, they need appropriate feedback on their performance. When starting out, students need help in evaluating their current knowledge and capabilities. Within the classroom, students need frequent opportunities to perform and receive suggestions for improvement. Throughout their time in college and especially at the end of their college career, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

For the regular classroom:

  • Follow-up presentations with a five minute period for students to write down what they have learned in class.
  • Provide informative comments that show the students’ errors and give suggestions on how they can improve.
  • Discuss the results of class assignments and exams with the class and individual students.
  • Vary assessment techniques (tests, papers, journaling, quizzes).
  • Offer on-line testing, software simulations, and web-based programs that provide instantaneous feedback.
  • Have question and answer sessions.
  • Use audio and/or video recordings to assess performances.
  • Return grades for assignments, projects, and tests within one week.

For distance and online courses:

  • E-mail gives instant feedback instead of waiting for the next lesson.
  • Use on-line testing, software simulations, and web-based programs that provide instantaneous feedback.
  • Monitor bulletin boards regularly and give specific information feedback to students.
  • Use pre-class and post-class assessments.
  • Schedule a chat group where you, the instructor are present. Use it as a question and answer session when appropriate.
  • Send acknowledgment e-mails when you receive a students work.
  • Post answer keys after receiving assignment from all students.
  • Use of hyperlinks within text to provide feedback to questions raised within the text.

Principle in action:

  • At the University of Scranton, a management professor, used computer scored multiple choice tests and quizzes which allowed the professor to have the tests graded during the break that followed the test or quiz. The students immediately received their results and were able to discuss the exam in detail. Students were able to understand the material better through the class discussion that occurred after the test.
  • Hollins College students taking the Critical Thinking course submit two copies of their papers. The second paper is critiqued by another student.
  • Faculty at Winona State University in the Communication Studies Department have to evaluate as many as 30 speeches a day. They developed a system of codes for the most common comments on speeches. These codes were programmed into a computer program and instructors were able to listen to the speech and type in the codes for the appropriate comments. This gave extra time to make specific comments on the individual speech and also gave students complete and prompt feedback on the entire speech.

The importance of feedback is so obvious that it is often taken for granted during the teaching and learning process. It is a simple yet powerful tool to aid in the learning process. Feedback is any means to inform a learner of their accomplishments and areas needing improvement. There are several different forms that feedback can take. They are oral, written, computer displayed, and from any of the interactions that occur in group learning. What is important is that the learner is informed and can associate the feedback with a specific response.

Resources:

  • Brinko, K.T. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64 (5), 574-593.
  • Dohrer, G. (1991). Do teachers comments on students’ papers help? College Teaching, 39 (2), 48-54.
  • Enhancing instructor-class communication. (1994). The Teaching Professor, 8 (3), 3-4.
  • More on student self-assessment. (1992). The Teaching Professor, 6 (10), 7.
  • Svinicki, M.D. Four R’s of effective evaluation. (1993). Reprinted from The Center for Teaching Effectiveness Newsletter at the University of Texas as Austin, in The Teaching Professor, 7 (9), 3-4.

Principle 5: Emphasize time on task.

Learning needs time and energy. Efficient time-management skills are critical for students. By allowing realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur. The way the institution defines time expectations for students, faculty, administrators, and other staff, can create the basis for high performance from everyone.

For the regular classroom:

  • Expect students to complete their assignments promptly.
  • Clearly communicate to your students the minimum amount of time they should spend preparing for class and working on assignments.
  • Help students set challenging goals for their own learning.
  • Have realistic expectations (don’t expect 10 papers in 10 weeks).
  • Encourage students to prepare in advance for oral presentations.
  • Explain to your students the consequences of non-attendance.
  • Meet with students who fall behind to discuss their study habits, schedules, and other commitments.
  • Be careful that time on task is real learning, not busy work.
  • Do not use technology for technology’s sake. It must be relevant and useful to the topic.
  • Have progressive deadlines for projects and assignments.
  • Teach time management.
  • Discussion topics from class posted in a discussion group on the web .

For distance and online courses:

  • Understand that there will be problems with the distance and technology along the way.
  • Identify key concepts and how those will be taught. Given the amount of time, decide what realistically can be covered.
  • Each distance class should involve some kind of achievement expectation that is laid out at the beginning of the course. Assign some content for out of class time.
  • Give up the illusion of doing it all as you might in a regular classroom.
  • Vary the types of interaction. In creating an interactive environment, it can be overwhelming to the students and teacher if the types of interaction required are too time consuming.
  • Consider both in and out of class time.
  • Make sure you know what your goals are and that the learners understand them as well.
  • Have regular discussions that require participation.

Principle in action:

  • At Fort Lewis College in Colorado they have an “Innovative Month”. Students are offered a series of five week summer domestic and foreign travel experiences that help them relate what they learned in the classroom to real life. The groups are limited to eight to fifteen students pre faculty member. Examples of Innovative programs include, “Management in Action”, “Native American Schools”, and “Music and Theater in England”.
  • At Lower Columbia College, the Integrative Studies Program is a block of 15 to 18 credit hours, organized around a theme. Students enroll in “traditional” courses, ut must enroll in the full block. This lets the faculty reorganize the day from the traditional fifty minute classes to include whatever schedule of lectures, seminars, conferences, and discussion groups needed to achieve learning objectives for that week.
  • Wake Forest University teaches time management and study skills in their Learning Assistance Program and in the Learning to Learn class. Through a counseling/teaching model in the Learning Assistance Program, students are individually encouraged to learn and develop strategies to improve their academic performance. In the Learning to Learn Course, first and second year students study learning theory with emphasis on demonstrating how good time management and appropriate study skills positively affect outcome.

An easy assumption to make would be that students would be more successful if they spent more time studying. It makes sense but it over simplifies the principle of time on task. Student achievement is not simply a matter of the amount of time spent working on a task. Even though learning and development require time, it is an error to disregard how much time is available and how well the time is spent. Time on task is more complicated than one might assume.

Resources:

  • Britton, B.K., and Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83 (3), 405-410.
  • Earth-sea-sky course combines art, science: Mississippi State University. (1988). Liberal Education, 74 (2), 29-30.
  • Geiger, K. (1994). Rethinking school time: New, Better, and different…as well as more. The Washington Post, June 12, 1994. p. C3.
  • Ludewig, L.M. (1992). The ten commandments for effective study skills. The Teaching Professor, 5 (10), 3.
  • Terenzini, P.T., and Pascarella, E.T. (1994). Living with myths: Undergraduate education in America. Change, pp. 28-32.

Principle 6: Communicate high expectations.

Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high standards and make extra efforts.

For the regular classroom:

  • Give a detailed syllabus with assignments, due dates, and a grading rubric.
  • Encourage students to excel at the work they do.
  • Give students positive reinforcement for doing outstanding work.
  • Encourage students to work hard in class.
  • Tell students that everyone works at different levels and they should strive to put forth their best effort, regardless of what level it is.
  • Help students set challenging goals for their own learning.
  • Publicly acknowledge excellent student performance.
  • Revise courses when needed so students remain challenged.
  • Work individually with students who are struggling to encourage them to stay motivated.
  • Encourage students to do their best instead of focusing on grades.

For distance and online courses:

  • Give a detailed syllabus with assignments, due dates, and a grading rubric.
  • Call attention to excellent work in bulletin board postings or class list serves.
  • Show examples of your expectations with previous students’ work.
  • Publish student work.
  • Provide corrective feedback. State what you did and did not like.
  • Be a role model to students. Model the behavior and expectations that you expect from students.
  • Expect students to participate.
  • Try to make assignments interesting and relevant to create interest.
  • Ask students to comment on what they are doing.
  • Suggest extra resources that support key points.

Principle in action:

  • At Bellevue University (Nebraska), students in the Introductory Psychology course are given a guide for answering essay questions on their syllabus. The suggestions are designed to provide direction to answering a broadly stated essay question. Three exams are given throughout the course. The list of suggestions as well as the essay question are included on the first two exams. On the final exam, only the essay question is given. Students are allowed to practice their writing skills until the assistance is no longer needed.
  • In order to understand how students at SUNY-Plattsburgh learn and develop and how the school can help them to do so, students are required to take the College Outcomes Measures Project examination of the American College Testing Program (ACT COMP) as freshmen and again at the end of their sophomore year.
  • Clayton State College requires students to exhibit seven different writing styles. Several levels of proficiency are present for each of the seven criteria. All students must pass writing assessments on four different occasions.

Although it is often only discussed at the instructional level, high expectations also includes the students’ performance and behavior inside and outside the classroom. College and universities expect students to meet their high expectations for performance in the classroom, but also expect a personal and professional commitment to values and ethics. They include the discipline to set goals and stick with them, an awareness and appreciation of the diversity of society, and a philosophy of service to others.

Resources:

  • An American Imperative: Higher Expectations for Higher Education. An open letter to those concerned about the American future. Report on the Wingspread group in Higher education. (1993).
  • Defining what students need to know: Clayton State. (1988). Liberal Education, 74 (3), 29-30.
  • Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. (1990). Learning communities: Creative connections among students, faculty, and disciplines. New Directions for Teaching and Learning, (4), San Francisco, CA: Jossey-Bass.
  • Nuhfer, E.B. (1993). Bottom line disclosure and assessment. The Teaching Professor, 7 (7), 8.
  • Williams, J.H. (1993). Clarifying grade expectations. The Teaching Professor, 7 (7), 1.

Principle 7: Respect diverse talents and ways of learning.

There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in ways that work for them. Then, they can be guided into new ways of learning that are not as easy for them.

For the regular classroom:

  • Use Web technologies to allow students to pick and choose learning experiences that fits the way they learn.
  • Encourage students to speak up when they do not understand.
  • Use diverse teaching activities and techniques to address a broad range of students.
  • Select readings and design activities related to the background of students.
  • Provide extra material or activities for students who lack essential background knowledge or skills.
  • Integrate new knowledge about women, minorities, and other under-represented populations into your courses.
  • Use learning contracts and other activities to provide students with learning alternatives for your courses.
  • Encourage students from different races and cultures to share their viewpoints on topic discussed in class.
  • Use collaborative teaching and learning techniques and pair students so they compliment each others abilities.
  • Give students a problem to solve that has multiple solutions. Guide them with clues and examples.
  • Consider field trips.
  • Be familiar with Howard Gardner’s research on multiple intelligences.

For distance and online courses:

  • Encourage students to express diverse points of view in discussions.
  • Create learning activities filled with real-life examples and diverse perspectives.
  • Provide Saturday lab experiences by contracting with local high schools or community colleges.
  • Some CD-Roms are available that offer a simulated lab.
  • Balance classroom activities for all styles (some books, some hands on, some visual).
  • Explain theory from a practical approach first then add the structural approach.

Principle in Action:

  • Realizing that students can interpret exam questions in different ways, students at Georgia State University in the nursing program are given the chance to modify multiple choice exam questions that they find confusing. This student input lessens test anxiety and gives the student an opportunity to demonstrate what they know.
  • Western Washington University’s Fairhaven College has a cluster college with an interdisciplinary curriculum and an emphasis is place on student-centered approaches to teaching and learning.
  • At Kalamazoo College, the K Plan gives students an on and off campus study that allows them to spend a significant amount of their time in college on career-development internships, foreign study, and individualized projects.

The meaning of diversity is very clear from effective institutions. They embrace diversity and systematically foster it. This respect for diversity should play a central part in university decisions, be apparent in the services and resources available to students and resources available to students, be a feature of every academic program, and practiced in every classroom.

Resources:

  • Hill, P.J. (1991). Multiculturalism: The crucial philosophical and organizational issues. Change, 38-47.
  • Jacobs, L.C., and Chase, C.I. (1992). Developing and Using Tests Effectively: A Guide for Faculty. San Francisco, CA: Jossey-Bass.
  • Kolb, D. (1981). Learning styles and disciplinary differences. In The Modern American College, edited by A.W. Chickering and Associates. San Francisco, CA: Jossey-Bass.
  • Lynch, J.M., and Bishop-Clark, C. (1993). Traditional and nontraditional student attitudes toward the mixed age classroom. Innovative Higher Education. Winter, 109-121.
  • National Institute of Education. (1984). Involvement in Learning: Realizing the Potential of American Higher Education. Final report of the study group on the conditions of excellence in American higher education. Washington, DC: U.S. Department of Education News.

References

  • Benson, David, Lu Mattson and Les Adler (1995). Prompt Feedback. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (55-66). Bolton, MA: Anker Publishing Company, Inc.

  • Brown, David G. and Curtis W. Ellison (1995). What is Active Learning?. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (39-53). Bolton, MA: Anker Publishing Company, Inc.

  • Bunda, Mary A. (1993). The Seven Principles for Good Practice in Undergraduate Education. Instructional Exchange 4 (1-6), 1-4.

  • Chickering, Arthur W. (1991). Institutionalizing the Seven Principle and the Faculty and Institutional Inventories. New Directions For Teaching And Learning. Jossey Bass Inc. 47.

  • Chickering, Arthur W. and Ehrmann, Stephen C. (2000). Implementing the Seven Principles: Technology as Lever. [Online]. Available: http://www.hcc.hawaii.Edu/intranet/commi…/FacDevCom/guidebk/teachtip/7princip/htm. [2001, January 10}.

  • Chickering, Arthur W. and Gamson, Zelda F. (1987). Seven Principles for Good Teaching in Undergraduate Education. AAHE Bulletin 39, 3-7.

  • Chizmar, John F. and Walbert, Mark S. (1999) Web-Based Learning Environments. The Journal of Economic Education 30 (3), 248.

  • Codde, Joseph (2000). Applying the Seven Principles for Good Practice in Undergraduate Education. {Online}. Available: http://www.msu.edu/user/coddejos/seven.htm. [2001, January 10].

  • Cookman, Claude (1998). A Computer-Based Graphics Course and Student’s Cognitive Skills. Journalism and Mass Communication. 53 (3), 37-49.

  • Cross, K. Patricia. 1997. The Freshman Year: Working Out the Puzzle of a College Education. Paper presented at the Sixteenth Annual Conference on The Freshman Year Experience, Columbia, SC, February 22. (Eric Document Reproduction Services No. ED 410 773)

  • Graham, Charles R., Cagiltay, Kursat, Craner, Joni, and Lim, Byung-Ro (2000). Using the Seven Principles to Evaluate Online Courses. Paper presented at Distance Learning 2000: Proceedings of the Annual Conference on Distance Teaching and Learning, Madison, Wisconsin. (Eric Document Reproduction Services No. ED 456 235)

  • Hatfield, Tim and Susan Rickey Hatfield (1995). Cooperative Learning Communities. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (23-38). Bolton, MA: Anker Publishing Company, Inc.

  • Lidman, Russell M., Barbara Leigh Smith, and Thomas L. Purce (1995). Good Practice Respects Diverse Talents And Ways Of Learning. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (95-106). Bolton, MA: Anker Publishing Company, Inc.

  • Millis, B. J. (1991). Fulfilling the promise of the “seven principles” through cooperative learning: An action agenda for the University classroom. Journal on Excellence in College Teaching. 2, 139-144.

  • Revak, Marie (2000). If Technology is the Hammer, Where’s the Nail?. Cooperation and Collaboration in College Teaching 10 (1), 21-23

  • Scott, Robert A. and Dorothy Echols Tobe (1995). Effective Undergraduate Education Communicates High Expectations. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (79-94). Bolton, MA: Anker Publishing Company, Inc.

  • Sturnick, Judith A. and Keith J. Conners (1995). Good Practice Encourages Student-Faculty Contact. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (9-21). Bolton, MA: Anker Publishing Company, Inc.

  • Vorkink, Stuart (1995). Time On Task. In Susan Rickey Hatfield (Ed.), The Seven Principles In Action (67-78). Bolton, MA: Anker Publishing Company, Inc.

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Why Am I a Teacher?

Discipleship Ministries

Who Am I as a Teacher?

by Diana L. Hynson

We teach and lead because God has called us to do so. For thousands of years God has asked people to participate in the work of helping others come to know God and live as people of faith. These teachers and leaders have come in many shapes and forms, from many backgrounds, and with many levels of ability. But each has somehow heard a call to teach and has responded.

You may not even realize that you responded to a call. You may think you merely answered a plea for help, or just knew it was your turn to help the third graders! But God’s call can come in many ways:

  • through the voice of a friend
  • through prayerful discernment
  • from the challenge of a sermon
  • by identifying your spiritual gifts
  • upon seeing a need and responding
  • through the strong movement of the Holy Spirit
  • even by a seeming accident as you “fall” into teaching.

 

Take a brief inventory before exploring Basics of Teaching.

Read each statement; then circle the number that best describes your situation.

1 = Not at all; 2 = Somewhat; 3 = Mostly; 4 = Definitely

 

1 2 3 4 I understand that my teaching is in response to a call from God.
1 2 3 4 I know I never enter a classroom alone, for God is always present with me.
1 2 3 4 I understand that one of my primary roles as a teacher is to model the Christian faith to the best of my ability.
1 2 3 4 I believe the role of a teacher is not only to share information but also to create an environment where God can transform us into the people God wants us to be.
1 2 3 4 I understand how the primary task of the local congregation relates to my role as a teacher.
1 2 3 4 I know that people prefer different learning styles, and I am able to incorporate these different styles into my lesson plans.
1 2 3 4 I use a wide variety of methods in my teaching, and I am able to adapt them to the preferences of my class.

 

Why We Teach
Students, Participants, and Partners in Teaching
The Role of a Teacher
The Primary Task of Every Congregation
Many Ways to Teach
Using Curriculum Resources

 

WHY WE TEACH
You are called. Read the story of Moses’ call to leadership in Exodus 3:1–4:17. Notice some of Moses’ feelings and concerns that you also experienced when first asked to teach or lead. God’s call to you may not be as flashy as Moses’ call through a burning bush, but God’s need of you and God’s promise of support are just as strong as they were in biblical times.

Like Moses, your first reaction to a call may have been reluctance or fear. That’s normal. When God gives us a task, it can seem overwhelming and we may feel ill-equipped. Moses tried to argue with God and pointed out all of his own personal shortcomings. God assured Moses that his gifts were sufficient and that help would arrive when needed. Like Moses, we can be assured that God will use whatever skills we have and that we will find the help we need to be an effective teacher or leader.

 

God’s Presence
God does not call us and then leave us alone. As a teacher and spiritual leader, you have the promise that God will be with you. Story after story in the Bible tells us that God wants to be in relationship with us and to be present for us at all times. For example, “I will be with you,” God says to Moses in Exodus 3:12, and promises to help. When God sends Aaron to assist Moses, God adds, “I will . . . teach you what you shall do” (Exodus 4:15).

Jesus promised his followers that the Holy Spirit would be with them: “. . . I will ask the Father, and he will give you another Advocate, to be with you forever” (John 14:14-16). You can trust that God’s Spirit is present with you in the classroom, enabling you to accomplish things you could not do on your own.

A wise teacher once told a group of people who were learning how to teach that “God goes before me into every classroom I enter. God is present in that room before, during, and after I teach. I don’t have to do it all.” God is already present and working in the lives of the people you lead. God will continue to work within them long after you are no longer around. Thanks be to God!

God’s presence also assumes God’s grace. In church we often hear, sing, and read about the concept of grace. Very simply, grace means God’s loving concern for every person. There is nothing we can do to earn it; God simply loves us. There is no certain number of good deeds we must perform to qualify for it; we just receive it. Grace is the overwhelming, undeserved blessing of God’s love. It is this grace that surrounds us, supports us, and helps us lead and teach. You are not responsible for changing the lives of your students by your teaching; it is the God of grace who does this. You just tell the story of God’s love, and trust God to do the rest.

As a teacher you may encounter the term means of grace. This refers to an action or practice that is a channel for God’s grace. Means of grace are things we do that bring us into contact with God and open the possibility for us to grow closer to God. John Wesley, the founder of the Methodist movement, felt that each Christian (especially leaders) should be involved in these practices. The means of grace include (but are not limited to)

  • prayer
  • bible study
  • worship
  • Holy Communion
  • fasting
  • acts of service and compassion
  • Christian conferencing (talking together about our faith)

As teachers and leaders we should be thinking about how we are personally involved in these means of grace and how we can help our students learn to practice them. The very act of teaching can be a means of grace. As we teach and as we open ourselves to learn, God’s mysterious work of grace happens; and all of us—teachers and learners alike—are transformed.

 

Dig Deeper: Personal Exercises
1.Reread and reflect on the Scriptures mentioned above. Use them in a devotional setting–let the words seep into your heart; look for the word of God to you. What do these stories and promises hold for you? Do you have experience of God in ways suggested by those passages? How is God calling you?

2.Look through The United Methodist Hymnal (or other hymnal used by your congregation). List the hymns that include the word grace. How is the word used? How do these hymns help you better understand the meaning of God’s grace?

 

For Further Study and Reflection
1.Gather with other teachers and small group leaders to share your stories and questions about how God has called you. What do you think God wants of each of you? What gifts do you see in yourself? Call forth and name the gifts and strengths you see in each other. Are any of those gifts complementary? How might you work together in different ways to enhance the teaching ministry?

2.Commit with other teachers to form a covenant group (for several weeks, at least) to study and consider prayerfully Three Simple Rules: A Wesleyan Way of Living, by Rueben P. Job (Nashville: Abingdon Press, 2007; available through Cokesbury). The third section specifically addresses the means of grace, but don’t skip the prior sections.

 

STUDENTS, PARTICIPANTS, AND PARTNERS IN TEACHING
No one comes to a class or small group completely “on empty.” The designated teacher not only has learners, but persons with something to offer as well.

A Cloud of Witnesses
Some of our best teachers are not immediately present. Who are some of the people who have been witnesses to the Christian faith? Who modeled or taught you what it means to be a follower of Christ? Thank God for their witness!

Hebrews 12 begins with the words, “Therefore, since we are surrounded by so great a cloud of witnesses . . .” This phrase follows a long listing of biblical people who were examples of faith. People like Abraham, Sarah, Moses, Esther, David, Mary, Paul, and many others not called by name— these people have gone before us and sought to be faithful to God. You can add other names to this list: people who are important in the history of your local congregation, pastors who guided you, parents who taught you the faith, Sunday school teachers who helped you grow. You are “surrounded” by these people when you seek to lead a group or teach a lesson. You can almost imagine them sitting in a balcony of your classroom cheering you on!

Class Members
Whether you teach three-year-old children or older adults, whether your group has two members or two hundred, you can know that the Holy Spirit is present. Jesus said, “For where two or three are gathered in my name, I am there among them” (Matthew 18:20). A teacher learns quickly that students and group members quite often “teach” the teacher. Group members come with a wealth of experience, knowledge, and backgrounds that one leader cannot provide. Often a student will share an insight that the leader has never thought about. Even the youngest learners can teach by the questions they ask and the different perspectives they bring to the subject at hand. A young child’s spontaneous hug and “I love you” can teach the teacher something about God’s grace. Teaching is a mutual process where all share together in the experience of teaching and learning. The older the student or group member, the more they bring and the more they expect to be allowed to bring.

 

The Congregation
You have been asked to teach on behalf of your congregation. Hopefully the congregation is supporting you by providing the space, study materials, and supplies you need to be effective. Other ways congregations can support teachers include

  • providing prayer partners
  • offering spiritual growth and study opportunities for teachers
  • enlisting others to be substitute teachers or to serve on teaching teams
  • providing training events in the local congregation and/or sending teachers to district and conference training events
  • helping the entire congregation understand the value of the ministry of teaching.

If you would like to be supported in any of these ways, ask! Sometimes congregations just haven’t thought of all the possibilities.

 

The United Methodist Connection
United Methodist congregations are connected to one another in a special way. Local churches are joined together into districts; districts are joined into annual conferences; annual conferences are joined into jurisdictions; and jurisdictions are joined together with conferences outside the United States to make up the entire United Methodist denomination. The general agencies help support all of these different parts. Just as local congregations share their resources of money and service with these larger bodies, so the districts, conferences, and general agencies share their knowledge, resources, and skills with local congregations. Ask your pastor or Sunday school superintendent about training events and resources that might be available in your area. A district or conference staff person may be available to help provide training for teachers and leaders in your church. Perhaps several congregations located near one another could sponsor a joint learning event. General agencies provide written and internet-based resources that can be helpful.

 

Dig Deeper: Personal Exercises
1. 
Think more deeply about your own “cloud of witnesses.” What was it that made them good models and teachers? good spiritual mentors and leaders? Dig more deeply than, “She cared about me” to what it was that she did to demonstrate care or further than “the lessons were good” to what sort of preparation made them good. By delving more specifically into your reflections you can identify the success factors that you may be able to adopt and adapt. What have you learned that you can make your own?

2. Consider also the members of your class or group. What does each of them bring to the session? How might their knowledge and experience augment your own? What contributions have you missed so far that could add value to the rest of the group?

 

For Further Study and Reflection
1. Invite members of the congregation who are not currently in a class or group to meet together to share what inspiration, experience, gifts, strengths, or ideas they might contribute, on occasion, to the education ministry. Observers and past participants may have a perspective and gifts that need to be considered. Friends of the education ministry may be willing to be partners in some fashion, even if they are not present in a group each time it meets.

2. Call your conference office or go online to the conference web page to see what sort of helps are available.

 

THE ROLE OF A TEACHER 
You have probably known someone in your life who was a truly gifted teacher. He or she seemed to have a deep knowledge of a subject, effortlessly knew what method to use, and was able to inspire others to learn. In fact, teaching is identified in the New Testament as one of the spiritual gifts given to people to be used in God’s service.

Many of us may never claim the title of gifted teacher, but all of us fill a teaching role at some point. Anytime we encourage, share information, guide, support, challenge, parent, or tell another about how God has acted in our lives, we are filling a teaching role. One resource states it this way:

In a real sense, every person in the congregation participates in the teaching ministry. We teach through worship, through service, through engagement in the administrative tasks of the church. Everyone in the congregation is both teacher and learner. (From Foundations: Shaping the Ministry of Christian Education in Your Congregation; copyright © 1993 Discipleship Resources; used by permission; page 4.)

One of the characteristics of a good teacher is being a good learner and a good listener. Teachers model for their students the value of learning. We can never learn all there is to know about teaching, nor will we ever have all the answers. Trust, value, and seek the wisdom of your class or group members. Listen to the questions and reflections of their hearts, knowledge, and experience.

Who do you consider the best teacher you ever experienced? What did he or she do that was so memorable or effective? It may be helpful to think of the following three words to describe your role as a teacher:

 

  • model
  • formation
  • information

 

 

Model
A teacher is one who models the Christian faith, hopefully to the best of his or her ability. People learn by watching others’ actions and words. What we do is more powerful than what we say; how we live is stronger than how we claim we should live. Your students (of all ages) will watch you and learn from you. It is vital, then, that you model and teach well. The most powerful Christian teacher is one who not only recites, “Do to others as you would have them do to you” (Luke 6:31), but also actually practices it. An effective teacher is one whose faith is evidenced in his or her actions in the congregation and the community.

This does not mean that you cannot accept a teaching role until you are a perfect Christian. (If it did, our teaching ministry would have ended with Jesus!) It does mean that you understand the importance of seeking to grow into the likeness of Christ. A teacher should be growing in his or her own knowledge of the Bible, learning to pray, attending worship, and setting the example of a follower of Christ.

 

Formation
The role of a teacher of the faith is not just to pass on information or facts. It is to help people be formed as disciples (learners and followers) of Christ, and transformed into the people God has created them to be. Romans 12:2 says:

Do not be conformed to this world, but be transformed by the renewing of your minds, so that you may discern what is the will of God— what is good and acceptable and perfect.

Transformation is the process of being converted or changed so that our fullest humanity can be realized. Sometimes transformation is a slow process, like water rushing over rocks for years and slowly changing their shapes. Other times it seems to happen much more quickly, like a river flooding over its banks and radically altering the shape of the land. In either instance, transformation is the work of God in our lives that changes us more and more from our current state of being into the people God wants us to be.

The good news for teachers is that we are not responsible for this transformation—God is! A teacher’s role is only to create places, times, and atmosphere where people can learn about God, hear the stories of Christian people, experience Christian community, and talk about how God may want them to live in their everyday world. We trust God to do the rest.

 

Information
Part of the teaching responsibility is, indeed, to share information. There is more to learn about the Christian faith than any of us can ever know: information about the Bible and the stories in the Bible, the history of the church, theology (or how people think and talk about God), facts about the beliefs and practices of The United Methodist Church, and much more.

Much of the information you will share will come from printed study resources provided by your congregation. Other information will come from your own personal study and reflection. Your class or group members will also bring their collective and individual wisdom. No teacher will ever know all the answers. Yet we can help people learn some important information that will help them know what it means to be a Christian and will assist them in their walk with God.

 

Building Relationships
Perhaps one of the most important things a teacher can do is build relationships. A teacher first works to strengthen his or her relationship with God. Daily prayer and reflection, study of Scripture, participation in worship, involvement in service activities—these are just a few of the practices that can draw each of us closer to God. Next, a teacher seeks to develop a strong relationship with the students or group members in the class. Few Christians remember much of what a Sunday school teacher actually taught them. What they remember most is the warm and caring relationship with the teacher—or the lack thereof! A good teacher also pays attention to the relationships between members of the group, helping them build an open, supportive Christian community.

 

Dig Deeper: Personal Exercises
1. Consider how your class time is spent in information-giving.

  • What do you do in your own class or group that informs?
  • What proportion of your time together is spent in getting the facts?
  • What emphasis is placed upon correct information? What happens when someone offers an answer that doesn’t square with the facts as you understand or present them?

2. Think next about how your class or group is structured to allow for formation and transformation.

  • Do participants feel free to offer insights and to ask questions?
  • Are all questions allowed or are there certain things “we don’t talk about in church!”?
  • Is there time given in the group session for reflection or something “off the subject”?
  • Is any part of the time spent for participants to reflect on what a text, comment, or Scripture means to them as a person of faith?
  • Are participants challenged (in age-appropriate ways) to live out what they learn? If so, do you also help participants reflect on their service or other experiences in light of Scripture?
  • Do you look for transformation and celebrate it when you see it?
  • How are you developing your relationship with members of your class or group? What kind of relationship do they have with one another? What could you do to help?

 

For Further Study and Reflection
1. Gather the other teachers and group leaders together to explore the reference materials that each of you has. What is in your church library or pastor’s study that might be available to you? Do you search out information in sources other than the printed curriculum or study Bible notes? Commit to more background study as part of your preparation for a month or so to see what difference it makes in your teaching.

2. Work with the other teachers, especially those who work with the same approximate age-level, to discuss how they structure the class for transformation. What can you learn from and teach to the others? If you are unsure about how to structure your time to allow for transformation, consider joining with several other people for your own devotional time together (not primarily study time). Use candles or icons for focus; take time to pray silently and together; search the Scriptures for the service challenges they offer you and embrace something. Go back to the group to reflect on your own experiences and to explore how to set a similar stage in your learning setting.

  • If you are an experienced teacher, consider being a mentor to a less experienced teacher. This could be in a formalized way, where you meet with the teacher on a regular basis to help him or her plan and to reflect upon what is happening in the classroom. Or it could be in a more informal process of sharing ideas, asking how things are going, or doing some joint activities.

THE PRIMARY TASK OF EVERY CONGREGATION 
The primary task of every congregation is

  • to reach out to welcome people where they are and to receive them as they are
  • to relate them to God through Jesus Christ
  • to nurture their growth in faith
  • to send them into the world to live as disciples of Jesus Christ.

The primary task as described here is not four things, but one task with several dimensions. That one task can also be described as disciple making. The commission to be God’s partner in making disciples is the responsibility of every congregation. All the ministries, including the ministry of education and Christian formation, should align around what it means for your congregation to make disciples in its own time and context. Each ministry area, class, and group has a stake in disciple making. It may be someone else’s “job,” but it surely is your job.

Some groups will do one dimension more completely than others, and so the complementarity of all the groups and classes is important. Together, they engage in the primary task– all dimensions of it.

As a teacher or leader of a small group, you can pay attention to this primary task by

  • creating a hospitable and welcoming atmosphere
  • helping your group members come to know God and Jesus Christ by creating a safe place for them to talk about issues of faith and life
  • encouraging your group members to grow and mature in faith through Bible study, discussion, learning activities, service, and worship
  • sending your group members forth to live as Christian disciples in order to make the world more loving and just.

Each week you help your students reflect on how they live out their faith in the community. Then you send them out to begin the process again.

This may sound complicated, but it can be as simple as calling a child by name as he or she enters the room and giving the child a hug, telling your students stories about God and Jesus Christ, talking with your students about how a Christian tries to follow Jesus, then praying as you send your students out that each child, youth, and adult can find a way to help others in the name of Jesus.

 

Dig Deeper: Personal Exercises
1. Think about this primary task by rewriting it in your own words or by drawing an image or diagram of it. What examples do you see of each dimension in the church, over all?
2. List the things that you do in your class that relate to each part of the primary task. If you are not addressing each dimension, what’s missing? What can you do to engage that dimension?

 

For Further Study and Reflection
Gather with a group of other teachers or education leaders and study the portions of The Book of Discipline of The United Methodist Church (or the “marching orders” of your faith tradition) to gain further insight into the church’s mission and goals. How can you incorporate these understandings in your class or group and in the way you approach teaching?

 

MANY WAYS TO TEACH 
There are many different methods and activities to use in teaching and leading groups. There are entire books dedicated to explaining different ways to teach and learn. Most study resources designed for church classrooms suggest a number of different methods. Just remember that the most important person in deciding which method to use is not the teacher but the learner.

 

Ways People Learn
Listed below are a number of ways that individuals learn.

  • Words: Learn through reading, speaking, discussing, and other language-based activities.
  • Pictures: Learn through drawing, diagrams, and other visuals.
  • Physical Experience: Learn through dance, athletics, games, drama, building, holding or manipulating objects, and other physical action.
  • Music: Learn through singing, playing musical instruments, and other musical and rhythmic experiences.
  • Numbers and Patterns: Learn through puzzles, experiments, and other activities involving logical analysis, sequences, and patterns.
  • Self-Reflection: Learn through journaling, independent projects, and other reflective activities.
  • Social Experience: Learn through group discussion, group projects, roleplay, and other activities that involve working together.

 

The Needs of the Learner
An effective teacher has a deep knowledge about the students he or she teaches. Only after reflecting on the answers to the following questions should a teacher decide which methods to use.

  1. What are the specific age-level characteristics of the people you teach? Can they read? Are they able to understand abstract concepts?
  2. What are the physical characteristics of your students? Do they need lots of space to move around and work off energy? Are study materials in large print helpful? Do any group members have special physical needs, such as wheelchair accessibility or assistance in hearing?
  3. What are the life concerns that your group members are experiencing—new parents? divorce? retirement? For what are they searching?

Choose a variety of different methods so that over several weeks you can meet the needs of all of your group members. Don’t be afraid to try new methods and approaches—you may find your students more responsive than you think. (See also the teaching methods in Using Curriculum Resources.)

When you have carefully considered the answers to these questions and thought about your students’ needs and preferred ways of learning, you will be much better prepared to choose methods and activities that will make the class come alive. Remember—you teach people, not lessons!

 

Dig Deeper: Personal Exercises
1. Take the time to jot down answers to the three questions above. What insights have emerged from a thoughtful consideration of these questions that helps you understand your group members better?
2. There are numerous inventories related to multiple intelligences (the ways people learn). Search the internet for “multiple intelligences” to find an inventory and complete it yourself. If your group members are old enough to understand and complete an inventory, print it and ask them to complete it. (To avoid copyright violation, record the results and discard the inventories. Do not share them beyond the class.) Use this information to evaluate your teaching methods.

 

For Further Study and Reflection
Go back to the list of ways people learn and place each class or group member’s name by the way that seems strongest for them; then record the lowest scores in the same way. (Remember that there is no right or wrong to this; it just is.) Next look back over your past few lessons. If you adapted or eliminated activities, in what category did they fall? Did you favor your own strongest learning style(s)? In future planning/ adapting, try to offer a blend of several methodologies, then ask your group members to evaluate the session.

 

 

USING CURRICULUM RESOURCES
Most study materials provide a number of different options for teaching and learning activities. You will want to pick and choose among these options in light of the preferences of your class and your own level of comfort and interest. But the resource materials are only the beginning point for your lesson plan. You must make the lesson plan your own.

Some teachers like to teach from the book or leader’s guide. Others prefer to write out their plan or outline on a separate piece of paper. It doesn’t really matter how you go about it. The important thing is for you to know the material well enough to focus more on what is happening in the room than on your notes.

Be flexible! You never know what might happen when we gather to learn in God’s presence. If the Spirit is moving in the room and people begin to share in a deep manner, let it happen. Don’t rush on to another activity because you planned it that way. On the other hand, if the method you thought people would enjoy and would take thirty minutes to complete turns out not to work at all and is over in ten minutes, move on to the next thing you have planned. Plan an extra activity or two that you can add if you need.

Variety of Methods
Here is a list of possible learning activities, methods, and aids.

 

  • Audio tape
  • Banners
  • Bulletin board
  • CD-ROM
  • Clay
  • Collage
  • Computer games
  • Creative writing:
    • Cinquain poetry
    • Haiku poetry
    • Parables
  • Debate
  • Discussion:
    • Total Group
    • One-on-one
    • Small group
    • Circular response
    • Question and answer
  • Drama
  • Drawing/painting
  • Field trips
  • Fingerpainting
  • Group projects
  • Guest speaker
  • Internet
  • Interpretive movement
  • Journaling
  • Lecture
  • Listening
  • Mock interview of Bible characters
  • Movies
  • Mural
  • Musical instruments
  • News report
  • Open-ended questions
  • Overhead projector
  • Pantomime
  • Paraphrasing Bible story
  • Pictures
  • Pipe cleaner sculpture
  • Poster making
  • Puppets
  • Puzzle
  • Questionnaire
  • Quiz game
  • Reading plays
  • Reporting
  • Roleplay
  • Service projects
  • Simulation game
  • Singing
  • Skits
  • Slides
  • Songwriting
  • Storytelling
  • Summary
  • Timeline
  • TV
  • VCR
  • Videos
  • Wire sculpture

 

What a wonderful list of creative options! The problem is rarely, “What will I do?” but instead, “Which one of my options is better?” Remember, any of these methods can be effective if they are appropriate for the age level and needs of your group members and they are chosen because they will help people connect the good news of God’s love to their own particular life situations.

 

Dig Deeper: Personal Exercises
Look again at the list of methods and check any activity that you have used in the past. Using a different mark, check any method you want to know more about or might consider using in the future.

 

For Further Study and Reflection
1. Ask to have aDisciple orChristian Believer group (www.cokesbury.com) orCompanions in Christgroup in your church particularly for teachers and small group leaders who desire to deepen their own knowledge and faith life.

2. Start a study group for teachers and small group leaders using one or more of these teacher development resources, fromThe Upper Room bookstore,unless otherwise noted.

Categories: Basic Resources, What Every Teacher Needs to Know

Strategies for Classroom Management

Section 2: Strategies for Classroom Management

Expectations…say them, repeat them and start the year with them. Be consistent and follow through. — Audrey Fisher

Discipline – something they don’t teach enough about in teacher preparation classes. Figuring out how you are going to handle discipline in your classroom ahead of time will put you ahead of the game. Rules are just like other instructional activities. They have to be taught, reviewed, and reinforced. Being consistent, learning from your mistakes and developing a rapport with your students is a longstanding goal of all teachers. There are a number of ways in which a teacher can promote good discipline in the classroom.

  • Treat students with the same respect you expect from them, keep confidences.
  • Get to know your students. Learn their names quickly and recognize his or her individual qualities.
  • All teachers have discipline problems. Effective teachers match their strategy to suit the problems.
  • Be fair, positive, and consistent. Be the kind of person young people can like and trust – firm, fair, friendly, courteous, enthusiastic, and confident. Admit your mistakes and keep your sense of humor.
  • Know your school discipline policies.
  • Let the students know you care. Determine jointly with the class what is and isn’t acceptable in terms of behavior and achievement.
  • Provide a list of expectations to parents and students. Make sure they are consistent with district and building policies. Limit your rules to no more than five. Post the rules in the classroom.
  • Begin class on time and in a businesslike manner. Have routines to follow each day as students enter and leave your room.
  • Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.
  • Avoid arguing with students. Discussions about classwork are invaluable, but arguments can become emotional encounters.
  • Be mobile. Walk around the room as students work or respond to instruction.
  • Minimize administrative referrals. Establishing your own classroom management will help. Ask your mentor or colleagues for help if needed.
  • Let each student start each day with a clean slate.

Want additional strategies and tips for effective classroom management? 
Check out the online class offered through the WEA Professional Development Academy. Credit is available for the class. Information and sign-up directions are given at https://pdalearning.org.

Mentors – An Initial Educator’s Best Friend: There is help available if you or your district is in need of high quality, flexible mentor training that coincides with Wisconsin Educator Standards. For more information, contact Debra Berndt, Director of the WEA Professional Development Academy at berndtd@weac.org or check out the information provided at weac.org under the WEA Professional Development Academy.

Managing Your Time 
Time can’t be saved; it is only spent. Although you can’t get any more hours from a day, you can develop habits that will make you more productive.

You may have already discovered that your teaching duties demand a great deal of time. You may feel that there’s no time left to manage after you schedule all your classes and assigned activities. Gaining control begins by discovering how you currently spend your time.

Determine which tasks must be accomplished early in the day when you have the most energy so you can avoid that frantic feeling throughout the day.

Procrastination is your number one enemy. Procrastination means performing low-priority activities rather than high-priority activities. It can result in more work, more pressure, the loss of self-esteem, and health problems.

Here are some coping strategies for each of the major reasons people procrastinate:

Dealing with an unpleasant task

  • Decide what to do and do it first.
  • Set a deadline.
  • Reward yourself after completing the task.

Dealing with difficult or overwhelming tasks

  • Use positive self-talk (focus on past accomplishments that turned out well).
  • Break the job into smaller tasks and complete those tasks each day.

Dealing with indecision (fear of failure)

  • Tell yourself that nothing is perfect and that in the past your best has been pretty good.
  • Set up a schedule and a target date for project
    conclusion. Make your decision on that date.
  • Do the one thing you fear most and you will conquer your fear.

Learn to say NO

  • Your challenge is to make good choices in how you cope with the countless demands on your time.

California Mathematics Project

California Math Project aka CPM is the best curriculum for mathematics.  I have viewed many textbooks as a Mathematics Consultant and many borrow from the idea of this program but not able to create anything near as great. This project began in 1982 and is written by teachers for teachers. Students learn WHY they learn the mathematics and how it pertains to life. It’s answers the age old question of when am I ever going to use this.  If students don’t see the point of learning the math, they only memorize to pass a test.

I hear pros and cons to this project. I was an avid user of this curriculum and know how and why it works. Teachers that choose not to use it are either weak in their own math skills or aren’t properly trained to use the program.  This is what is best for students and teachers need to

You cannot pick and choose what to use in the pages, you must follow the order of how it is written for it to work.

I would love to see mathematics taught across the country in this fashion. I was blessed to have had the opportunity to utilize it and know that my students were better off for having the opportunity to learn this way.

The California Mathematics Project (CMP) is a K-16 network dedicated to providing students a rich, rigorous, and coherent mathematics curriculum taught by competent and confident mathematics teachers who foster ALL students’ proficiency in mathematics—achieving equity in quality. CMP enhances teachers’ mathematical content knowledge and pedagogical content knowledge that is aligned to the California Mathematics Standards and Framework. ALL teachers and students become competent mathematical thinkers as they investigate, conjecture, and justify.

 

 

 

Phases of First-Year Teaching

Section 1: Phases of First-Year Teaching

phases

It’s alarming but true: studies have shown that 35% of teachers leave the profession during the first year. By the end of the fifth year, 50% of teachers have left the field! — From Teachers Helping Teachers, Springfield Public Schools, Springfield, MA

The first year of teaching is a difficult challenge. If you are currently in your first year of teaching, the graph above probably applies to you. And you are most certainly not alone! Whether you are currently feeling extremely overwhelmed or abundantly triumphant, other first-year teachers are going through the same thing. The University of California Santa Cruz New Teacher Project has worked to support the efforts of new teachers. They have identified phases through which all new teachers progress. The phases are very useful for mentors and new teachers as they work together the first year. Teachers move through the phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection, and then back to anticipation.

Anticipation Phase
The anticipation stage begins during the student teaching portion of preservice preparation. The closer student teachers get to completing their assignment, the more excited and anxious they become about their first teaching positions. They tend to romanticize the role of the teachers and the positions. New teachers enter with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. This feeling of excitement carries new teachers through the first few weeks of school.

Survival Phase
The first month of school is very overwhelming for new teachers. They are learning a lot at a very rapid pace. Beginning teachers are instantly bombarded with a variety of problems and situations they had not anticipated. Despite teacher preparation programs, new teachers are caught off guard by the realities of teaching.

During the survival phase, most new teachers struggle to keep their heads above water. They become very focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork.

Particularly overwhelming is the constant need to develop curriculum. Veteran teachers routinely reuse excellent lessons and units from the past. New teachers, still uncertain of what will really work, must develop their lessons for the first time. Even depending on unfamiliar prepared curriculum such as textbooks, is enormously time consuming.

Disillusionment Phase
After six to eight weeks of nonstop work and stress, new teachers enter the disillusionment phase. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. New teachers begin questioning both their commitment and their competence. Many new teachers get sick during this phase.

Top 5 Concerns of New Teachers

1. Classroom arrangement and management

2. Curriculum planning
and pacing

3. Establishing a grading system that’s fair

4. Parent conferences

5. Personal sanity

Compounding an already difficult situation is the fact that new teachers are confronted with several new events during this time frame. They are faced with back-to-school night, parent conferences, and their first formal evaluation by the site administrator. Each of these important milestones places an already vulnerable individual in a very stressful situation.

During the disillusionment phase, classroom management is a major source of distress. New teachers want to focus more time on curriculum and less on classroom management and discipline.

At this point, the accumulated stress of the first year teachers, coupled with months of excessive time allotted to teaching, often bring complaints from family and friends. This is a very difficult and challenging phase for new entrants into the profession. They express self-doubt, have lower self-esteem, and question their profession commitment. In fact, getting through this phase may be the toughest challenge new teachers face.

Rejuvenation Phase 
The rejuvenation phase is characterized by a slow rise in the new teacher’s attitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allows them to resume a more normal lifestyle, with plenty of rest, food, exercise, and time for family and friends. This vacation is the first opportunity that new teachers have for organizing materials and planning curriculum. It is a time for them to sort through materials that have accumulated and prepare new ones. This breath of fresh air gives novice teachers a broader perspective with renewed hope.

They seem ready to put past problems behind them. A better understanding of the system, an acceptance of the realities of teaching, and a sense of accomplishment help to rejuvenate new teachers.

Through their experiences in the first half of the year, beginning teachers gain new coping strategies and skills to prevent, reduce, or manage many problems they are likely to encounter during the second half of the year. Many feel a great sense of relief that they have made it through the first half of the year. During this phase, new teachers focus on curriculum development, long-term planning, and teaching strategies.

Reflection Phase 
The reflection phase, beginning in May, is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is almost in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation.

It is critical that we assist new teachers and ease the transition from student teachers to full-time professionals. Recognizing the phases new teachers go through gives us a framework within which we can begin to design support programs to make the first year of teaching a more positive experience for our new colleagues. — Ellen Moir, New Teacher Center, University of California, Santa Cruz

SOS! Survival of Substitutes

Section 2: SOS! Survival of Substitutes

No one can give you better advice than yourself. — Cicero

You aren’t thinking about it right now, but sometime in your future you’re going to miss a day of school.

This is the IDEAL time to begin preparing for that event because the questions you have now are the same questions a substitute teacher might have. Later, with a routine established, you may forget to think about such details.

Label a file folder or notebook “Substitute,” and keep it in a place anyone would logically look.

Here are some suggestions to include for your substitute:

  • Your schedule of classes including regular classes, special classes (day and time), and an alternate plan in case special classes are cancelled;
  • Names and schedules of students who leave the classroom for special reasons such as medication, remedial or gifted programs, speech, etc.;
  • Opening activities: class roll, seating chart for regular activities and special work groups, attendance procedures, lunch count, etc.;
  • Lesson plans or where to find the plan book (include alternate plans in case the lesson depends on resources only you have);
  • Classroom expectations and discipline procedures (include any district policies and notes about special cases);
  • Location of manuals and other materials to be used (including procedures for use of AV materials/ equipment);
  • Names and schedules of ESP and/or volunteers, name and location of a teacher to call upon for assistance, and other faculty and staff likely to be encountered;
  • Names of pupils who can be depended upon to help;
  • Procedures for sick or injured children (location of nurse’s office, district policy on dispensing medication, notes on allergies or special needs, etc.);
  • Procedures for regular and early dismissal; Floor plan of the building and procedures for emergency drills.

What Leaders Actually Do?

E6 is the major practice for Leadership:

  1. Envision – Clear view of what they want the future to look like.  1:27
  2. Enlist Others – help shape the dream – stay dedicated to the dream 2:45
  3. Embody The Message – Keep congruence between what you say and how you act.  Integrity.  You don’t believe the message unless you believe the messenger.  4:05
  4. Empower People – Let others stand.  Equip the team that are part of the process.  Training has to be consistent and often.  This is vital! 5:10
  5. Evaluate – Constant process of checking where you are.  Daily Feedback.  How are the ethics? Are we excellent?  6:57
  6. Encourage – Be the cheerleader.  Continuously lift up and motivate your team.  Light people up! Be the beam of light!  Be solid! 8:20

When you collaborate and the team works WITH you, then you will all be working toward the common goal.  When you are all excited about where you are going, then you have created leadership.

 

 

HOW BEING GRATEFUL YEAR ROUND CAN IMPACT YOUR MOOD

How Being Grateful Year Round Can Impact Your Mood

The holiday season can be an exciting and wondrous time of the year. It also can be a time filled with hassles and disappointments.

Many things can steal your joy during the holidays…if you let them. Regardless of the situation, you can control your reaction to life’s curveballs. How you deal with stressful or frustrating circumstances can either make you bitter or grateful.

Focus on Gratitude

Although being thankful is commonly associated with the holidays, there are significant health benefits to remaining grateful year-round. Did you know that practicing gratitude actually makes your brain work better? It causes significant changes to occur in your brain that can enhance function and make you feel better.

Research suggests that focusing on gratitude helps to calm the deep limbic areas and enhance the other judgment centers of your brain. People who express gratitude on a regular basis are healthier, more optimistic, make better progress toward their goals, have a greater sense of well-being, and are more helpful to others.

Living in a state of gratitude is more than just thanking someone for opening the door for you – although that’s a good thing to do. It’s about having an attitude of gratitude despite hardships or setbacks. Implementing these 6 habits can help you remain grateful during the holidays and throughout the year:

6 Tips for Remaining Grateful Year-round

1. TAKE A TIMEOUT

You may feel pressure to be everything to everyone, but there’s only so much one person can accomplish. Increase your energy and stamina by giving yourself a timeout. We all need time to recharge our batteries and self-care is one of the best things you can do for yourself. Taking the time to reflect on what you’re grateful for can help reduce your stress and improve your mood.

2. WRITE IT DOWN

One of the best ways to remain grateful is to write down five things you’re thankful for every day. Keeping a journal can be an enjoyable hobby as well as a great way to unwind after a stressful day. When you focus on what you love, your brain works better, and you’ll feel better. You should notice a significant increase in your level of happiness in a short period of time.

3. RELAXING TUNES

It’s no surprise that listening to music can increase pleasurable feelings, improve mood, boost energy, raise dopamine levels and help with focus and concentration. Remaining in a relaxed state of mind is easier to accomplish when you have a happy tune running through your head. Listen to brain enhancing music specifically composed to enhance mood, gratitude, motivation, and inspiration.

4. PUT PEOPLE FIRST

Disconnect from technology, not people. Multiple research studies have indicated that spending too much time texting, browsing the internet and posting content on social media can lead to stress, sleeping disorders, anxiety and depression. On the flipside, spending time with positive people can have a dramatic impact on your health and habits. Be grateful for family, friends and other caring people in your life.

5. BOOST LONGEVITY

Expressing gratitude for the blessings you experience daily can help prolong your life. Although this sounds far too good to be true, different studies have indicated that gratitude can extend lifespan. Gratitude produces optimism which can lead to longevity. Do whatever you can to stay in a grateful state. Your future self thanks you.

6. MEDITATION AND RELAXATION

Taking breaks for meditation and relaxation can provide benefits for both your physical and mental health. Spending just 15 minutes alone, without distractions, may help refresh your mind. Clearing your mind and slowing your breathing can help restore inner calm. Repeating simple words like “May I be safe and secure” can increase positive emotions and decrease negative ones. Loving Kindness Meditations (LKM) can promote gratitude and restore a positive outlook.

Gratitude and the Brain

Psychologist Noelle Nelson and Dr. Daniel Amen conducted a study on appreciation and gratitude. While working on her book, “The Power of Appreciation,” two SPECT (Single Photon Emission Computed Tomography) images were taken of Noelle’s brain. 30 minutes prior to her first scan, Noelle meditated on things she was thankful for in her life. Her brain looked very healthy after this “appreciation meditation.”

Several days later, Noelle was scanned after focusing on her major fears. Her fearful scan looked radically different than her meditation scan. Noelle had significantly decreased activity in her cerebellum and temporal lobes. The results of Noelle’s scans were striking. Thankful thoughts had a positive effect, while fearful thoughts had a negative effect on her brain.

Many people have experienced improved mood, increased energy, and optimized brain function after getting brain SPECT imaging at one of the Amen Clinics. By discovering your specific brain type, we can create a tailored solution for you. We’re committed to treating our patients with the least toxic, most effective regimen possible.

Our Full Evaluation of your biological/psychological/social/spiritual history, coupled with two brain SPECT imaging scans (in concentrating and resting states), cognitive testing, and clinical assessment is designed to address unique needs and offer targeted treatment options.

For more information on how brain SPECT imaging can provide a customized treatment plan for you or a loved one, call us today at 866-912-7813 or visit us online to schedule a visit.