Dos and Don'ts with Students

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dos and don'ts

Créé par

Jillian Rager

United States

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Dos and Don'ts with Students


Dos and Don'ts with StudentsVersion en ligne dos and don'ts par Jillian Rager 1 Remember that there are many definitions of success and many contributions to it, so expand the characterization of how to approach student/academic success. Yes No 2 Feel obligated to make a “practice test.” Yes No 3 Participate in conversations that involve bashing the instructor. Yes No 4 Talk about the class and strategies for being successful in it specific to the discipline. Yes No 5 Refer to participants in SI sessions as “kids,” “my kids,” or “kiddos." Yes No 6 Promote the goal of self-directed learning – encourage participants to find answers for themselves. Yes No 7 Focus solely on helping participants score well on examinations. Yes No 8 Empower participants by making them responsible for their own learning. Knowledge is produced, not distributed! Yes No 9 Remember that SI is a peer-to-peer model! Learn names and consider sharing about your undergraduate experiences. Yes No 10 Get drawn into an argument or ignore rude behavior. Yes No 11 Get bogged down (re)answering procedural questions via email, and allow emails to be a replacement for attending SI sessions. Yes No 12 Ask your peers to defend themselves. For instance, if they miss a session, demand an explanation. Yes No 13 Be empathetic. Listen patiently to problems and refer your peers to those persons who are recognized experts with the problem they describe. Yes No 14 Make sure that participants are given more time to talk than you. Yes No 15 Spend time in sessions getting to know people and letting them get to know one another. Yes No 16 Spend the whole session “giving” participants explanations, notes, lectures, worksheets. Yes No 17 Feel empowered to draw boundaries with requests or expectations. Learn and repeat the phrase(s): “That is outside the scope of my job.” “That does not fit in with the SI model.” Yes No 18 Engage in inappropriate conversation topics, criticize or harass participants, or make them feel uncomfortable. Yes No 19 Feel obligated to be available 24/7. Yes No 20 Be responsive to emails from students in the class you’re supporting. Yes No 21 Remind participants that SI is most effective when they come regularly. Yes No 22 Feel obligated to fix or solve the problems that participants bring up, especially if they are not academically related. Yes No 23 Show interest in your peers’ attendance and participation at SI. Yes No 24 Forget to redirect questions, provide wait time, and check for understanding as ways to ensure people participate. Yes No

Dos and Don'ts with Students

Oui ou Non

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Dos and Don'ts with StudentsVersion en ligne

par Jillian Rager

Remember that there are many definitions of success and many contributions to it, so expand the characterization of how to approach student/academic success.

Feel obligated to make a “practice test.”

Participate in conversations that involve bashing the instructor.

Talk about the class and strategies for being successful in it specific to the discipline.

Refer to participants in SI sessions as “kids,” “my kids,” or “kiddos."

Promote the goal of self-directed learning – encourage participants to find answers for themselves.

Focus solely on helping participants score well on examinations.

Empower participants by making them responsible for their own learning. Knowledge is produced, not distributed!

Remember that SI is a peer-to-peer model! Learn names and consider sharing about your undergraduate experiences.

Get drawn into an argument or ignore rude behavior.

Get bogged down (re)answering procedural questions via email, and allow emails to be a replacement for attending SI sessions.

Ask your peers to defend themselves. For instance, if they miss a session, demand an explanation.

Be empathetic. Listen patiently to problems and refer your peers to those persons who are recognized experts with the problem they describe.

Make sure that participants are given more time to talk than you.

Spend time in sessions getting to know people and letting them get to know one another.

Spend the whole session “giving” participants explanations, notes, lectures, worksheets.

Feel empowered to draw boundaries with requests or expectations. Learn and repeat the phrase(s): “That is outside the scope of my job.” “That does not fit in with the SI model.”

Engage in inappropriate conversation topics, criticize or harass participants, or make them feel uncomfortable.

Feel obligated to be available 24/7.

Be responsive to emails from students in the class you’re supporting.

Remind participants that SI is most effective when they come regularly.

Feel obligated to fix or solve the problems that participants bring up, especially if they are not academically related.

Show interest in your peers’ attendance and participation at SI.

Forget to redirect questions, provide wait time, and check for understanding as ways to ensure people participate.