Difference between revisions of "Classroom climate"
From Diversifying Economic Quality: A Wiki for Instructors and Departments
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*Set a tone of [[Inquiry-based learning|inquiry]] and collaboration, and promote [[Inclusive communication|inclusive communication]]. | *Set a tone of [[Inquiry-based learning|inquiry]] and collaboration, and promote [[Inclusive communication|inclusive communication]]. | ||
*Add [[Wait time|wait time]] after asking a question. (''Do not call on the first hand to go up''.) | *Add [[Wait time|wait time]] after asking a question. (''Do not call on the first hand to go up''.) | ||
| − | *Build [[Cooperative learning|collaboration]] with [[think-pair-share]] and study groups. | + | *Build [[Cooperative learning|collaboration]] with [[think-pair-share]] and [[study groups]]. |
*Give question [[Stereotype threat|in advance]] and allow students time to prepare responses. | *Give question [[Stereotype threat|in advance]] and allow students time to prepare responses. | ||
*Offer [[Values affirmation|values-affirmation]] assignments and [[wise criticism]]. | *Offer [[Values affirmation|values-affirmation]] assignments and [[wise criticism]]. | ||
Revision as of 11:18, 24 June 2020
Improve classroom climate with these strategies.
- Set a tone of inquiry and collaboration, and promote inclusive communication.
- Add wait time after asking a question. (Do not call on the first hand to go up.)
- Build collaboration with think-pair-share and study groups.
- Give question in advance and allow students time to prepare responses.
- Offer values-affirmation assignments and wise criticism.