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SETTING, COMMUNICATING, ENFORCING EXPECTATIONS
Identifying and communicating expected routines for the classroom in areas such as
Participation, assignments, and general classroom behavior.Redirecting behavior that isn’t consistent with expectations.
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- Explaining that all classes have certain routines; sharing the ones relevant for the class and noting how they impact students’ success:
- General: use of electronic devices, doing work for other classes, entering late, where to sit, etc.
- Participation: speaking loudly enough to be heard by everyone in the room, raising of hands, reading prior to discussion, responding with respect to other students, etc.
- Assignments: procedures, time limits, grading standards, submission of late work, etc.
- Addressing behavior that isn’t consistent with expectations right away by means of verbal reminders, direct requests, and private conversations as needed.
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View/download |
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the following documents: A guide to promoting self-directed learning in your discussion section |
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Responding to your students' questions in order to promote self-directed learning |
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This is one of |
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nine TA |
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skills. View/download a chart of all |
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