What Should I Do When a Student Challenges My Authority?
Students can challenge your authority in all sorts of ways. Some are overt (is he actually snoring?!), and some are not (that gentle pitter-pat you hear is most likely not rain on the roof … it’s texting). This content-rich program examines effective and appropriate responses when students cross the line.
Students can challenge your authority in all sorts of ways.
- Some are overt....is he actually snoring?!
- Some are not...that gentle pitter-pat you hear is most likely not rain on the roof … it’s texting.
Regardless of the method, such challenges can be detrimental to your classroom environment, to your ability to teach, and to other students’ ability to learn.
So they must be handled.
Led by classroom veteran Ike Shibley, Ph.D., of Penn State Berks, this content-rich Magna 20-Minute Mentor examines effective and appropriate responses when students cross the line.
In this professional development program on CD you’ll learn:
- What can cause challenges to occur.
- How you can assess their seriousness.
- Your best options for private, one-on-one responses.
- A four-step method for addressing incivility publicly, in class.
- Appropriate repercussions for bad behavior.
- When and how to establish expectations for your classroom.
You’ll get the classroom management tools and techniques you need to deliver appropriate, measured responses to challenges.
Product Code: PM11GA
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.
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