Should I Take Attendance?
Trying to make a decision about taking attendance can quickly generate more questions than answers. We discuss how to make effective attendance decisions that do not result in creating a negative perception of you as a teacher. Explore giving students a reason to come to class rather than forcing them to attend and learn different techniques for taking attendance that won’t be viewed negatively by students.
Making Effective Attendance Decisions
When you try to decide about taking attendance you can quickly generate more questions than answers.
- How do you decide on what kind of policy to adopt?
- Should the attendance of your students be a factor in grading?
- And how do you implement taking attendance without creating the perception of having become a truancy officer?
In this Magna 20-Minute Mentor, Ike Shibley, Ph.D., helps you make effective attendance decisions that do not result in creating a negative perception of you as a teacher.
During this professional development program, you will:
- Consider key questions you need to address in making decisions about taking attendance.
- Explore giving your students a reason to come to class rather than forcing them to attend as a result of draconian attendance policies.
- Learn different techniques you can use for taking attendance that won’t be viewed negatively by students.
The classroom management program also includes supplemental materials:
- Checklists for attendance benefits
- Questions for reflection
- Techniques to be used
- Recommended resources
- Be able to implement creative ways to take attendance without having an attendance policy.
- Understand how to place attendance points in the context of course grading policy.
- Be able to examine goals for each course to determine if attendance should be part of a grading policy.
Product Code: PM09RA
Ivan A. Shibley, Jr. (Ike), Ph.D., is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He teaches introductory chemistry, general chemistry, organic chemistry, biochemistry, philosophy of science courses, first-year bioethics seminar, and senior science seminar.
His research involves pedagogical approaches to improving science instruction at the college level. He has won both local and university-wide awards for his teaching including the 2009 Eisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teaching as well as mentoring other teachers.
Ike has been teaching blended courses for almost a decade. He first became involved in blended design as part of an 18-month project to completely redesign the general chemistry course at Berks.
As part of a team of six professionals who invested over 1,000 man-hours in the redesign Ike helped provide the pedagogical and subject matter expertise to help guide the redesign.
The course has now been delivered in a blended format for seven years with an average GPA almost 25% higher than previous years. Every section of general chemistry taught at Penn State Berks now uses the same blended design.
Ike has co-authored several manuscript about the results. Ike has also redesigned a nutrition course that is offered in a blended as well as a fully online format.
He and a collaborator have blended upper-level biology courses on cell signalling, neurobiology, and developmental biology.
He presents his work on blended learning at numerous professional conferences and has become an ardent advocate of blended learning.
See product details for pricing.
$249 - CD
$300 - Campus Access License
$99 - CD
$49 - On-Demand