CHALLENGES OF INTERACTION TODAY

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• When arguments erupt the class, or someone makes an inflammatory comment, your role as instructor is preserve the learning environment. Transform the arguments into a productive debate.

1. take a deep breath and asses what is happening
2. encourage students to discuss ideas in the classroom
3. offer continue discussion after class or email if it is not the central goal of the session
4. generate all possible evidences from both sides of a debate
   1. suspending judgement
   2. encouraging reflection
5. if a student attacks another student's ideas, ask to restate what he thinks about the other student meant
   1. allow clarify their statements

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• Over talkative or disruptive students can derail a class, try this to refocus the class and involve others students. Show apreciation for their commitment to the class

1. Ask others students to comment on the dominant's ideas and propose alternative prespectives
2. try participation strategies to involve the whole group
3. If the students seems well-intentionated talk with he privately, thank for his participation and ask for advice. collaborator
4. Ask the full class how many students would prefer that you spend the class time answering a specific question
   1. office hours

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• If you have students who never answer a question, offer an opinion... try these strategies for involving them into the classroom Taking with the student privately can also help and if they want to remain in silence is their right and we have to respect.

1. Make sure that you know the names of your students and all the members of the class know each other by name
2. Create a safe environment, give feedback and thank each student for their contribution. Give the opportunity to revise or clarify their statements
3. Prepare students for full-group discussion, first discuss in pairs.
4. Do not put a silent student in the spot unless you establish the norm of calling students who have not volunteered
5. If you have the norm, make questions that do not have a single answer
6. Require all students to stop by your office hours at the beginning of the quarter
7. Consider the possibility to email you before or after class

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• The best you can do is have a policy, let students know it at the beginning of the quarter, and retain the right to be accommodating if the situation merit it.

1. Offer some flexibility to use their discretion. student do not need to provide an excuses, but they get only one free pass
2. Have a standart grade penalty for late assigment
3. All excuses that students know in advance have to be discussed before the date of the exam
4. Recognize that not all students feel confortable giving excuses. Invite your students to include a note and let them to know that you must take into account in the final grade.

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• Inevitably some students will complain if you give them a lower grade than they expected, because of the grade inflation in top universities, family pressures and some students think that the need a near perfect GPA in order to achieve their professional and personal goals, you will have more success handling grade complains if you listen and respond to their anxieties. Ways to minimize the likelihood of grade complaints below. You retain the right to adjust them up or down.

1. Make clear from the beginning what you expect in paper or test
2. Hand out guidelines for good essay or superior exam answers
3. When you return the papers, make suggestion for better performance and note strong points
4. Give the option to handing a first draft
5. Save examples of students work to represent the full grade distribution, to explain the grade

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• Is a method of research whose purpose is to reflect about the teaching practice, in a way that affects the quality of learning and teaching.

1. Terms
   1. The predominant character of the action
   2. It represents a new approach to research
   3. It implies a new way to research

1. Planning

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   • Taking critical information know, previous diagnosis of the problem. The objectives to achieve are formulated and it is programmed with flexibility and adaptability.
2. Action

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   • on deliberatd and controlled way
3. Observation of the action

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   • in order to collect evidences that help to evaluated it, it should observe and record the effects of the action
4. Reflection

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   • on the action recorded during the time of observation and developed by the discussion with participants and other educational agents. It leads to generate a new situation with the results possibly the need to plan a new stage in the process of continuous improvement.

1. TREE OF PROBLEMS
   1. Consequences
   2. Main Problem
   3. Causes
   4. ACTION
2. TREE OF OBJECTIVES
   1. Expected results
   2. Main Objectives
   3. Specific Objectives