1. Creating a positive classroom environment August 20, 2015

2. Introductions Share your: Name Department One fun thing you did this summer One thing you’re excited about for the semester

3. Compare the syllabi What messages are being sent to students (probably on the first day) as a result of using either syllabus? What messages are being conveyed by your own syllabus?

4. Barkley, Elizabeth. Student Engagement Techniques. San Francisco: John Wiley & Sons, Inc., 2010. STUDENT ENGAGEMENT MOTIVATION ACTIVE LEARNING What contributes to motivation? Recipe for student engagement

5. Student motivation Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010). How learning works: seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. Environment Value Self- efficacy

6. Student motivation Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010). How learning works: seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. Environment is NOT SUPPORTIVE DON’T SEE Value Student’s self-efficacy is: HIGH LOW Environment is SUPPORTIVE SEE ValueDON’T SEE ValueSEE Value RejectingHopelessRejectingFragile EvadingDefiantEvadingMotivated

7. Classroom climate Brainstorm characteristics of both good and bad classroom climates. How do those on the “good” list match up with Boise State’s Shared Values? Is there anything you’d add to the list?

8. Boise State Shared Values Academic Excellence – engage in our own learning and participate fully in the academic community’s pursuit of knowledge. Caring – show concern for the welfare of others. Citizenship – uphold civic virtues and duties that prescribe how we ought to behave in a self- governing community by obeying laws and policies, volunteering in the community, and staying informed on issues. Fairness – expect equality, impartiality, openness and due process by demonstrating a balanced standard of justice without reference to individual bias. Respect – treat people with dignity regardless of who they are and what they believe. A respectful person is attentive, listens well, treats others with consideration and doesn’t resort to intimidation, coercion or violence to persuade. Responsibility – take charge of our choices and actions by showing accountability and not shifting blame or taking improper credit. We will pursue excellence with diligence, perseverance, and continued improvement. Trustworthiness – demonstrate honesty in our communication and conduct while managing ourselves with integrity and reliability

9. Setting the tone early Look at the pairs of descriptions from the first day of class. Answer the following questions: What different messages (intentional or unintentional) are being sent with actions or words in either case? What implications could this have for the rest of the semester? How do your actions, words, or course materials communicate your expectations for the class? In what way does the positive example in each pair improve the classroom atmosphere?

10. Classroom climate spectrum Explicitly marginalizing Implicitly marginalizing Explicitly centralizing Implicitly centralizing Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., & Norman, Marie K. (2010). How learning works 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

11. Case studies For each case study, identify where the behavior lies along the classroom climate spectrum. Identify specific examples that helped you decide. What could instructors have done differently to move to a more explicitly centralizing environment?

12. Start off right: goals for the first days/weeks Help students to get the big picture of the course Scaffold/introduce content Acquaint students with strategies/behaviors you want them to use throughout the semester Help students get to know you and each other

13. Plan for the first day Consult the “First Day” handout. Come up with one idea that you could try out next week. Be prepared to share with your table or the group.

14. Wrap up Use the first days/weeks to establish the patterns you want. Do group work, active learning, etc. as early as possible. Think about what messages your words and course materials send. Have fun!