| A positive classroom environment comes from the | | | | has an opportunity to share those pieces of their lives |
| interaction of faculty and students in the curriculum. | | | | outside the classroom that they find important. It helps |
| Here are some tips that can help you maintain the | | | | us appreciate who they are and it brings a rich human |
| positive energy that is so helpful for creating an | | | | dimension to the classroom environment that will pay |
| effective learning climate. | | | | off and everything else that we do. |
| Model the positive enthusiasm as a teacher that you | | | | Similarly, we want to end each class with a check out |
| hope your students will demonstrate when they come | | | | to give everyone a chance to acknowledge what it is |
| to your class. You've got to lead the way when it | | | | that was most meaningful for them or perhaps even |
| comes to establishing a positive energy. You've got to | | | | their biggest unanswered questions. |
| communicate your excitement in the topic and the | | | | Another technique is to solicit those biggest |
| feeling that this is the best place that we can be for | | | | unanswered questions at the end of our class in order |
| the next two hours. | | | | for you to do some follow-up research that you will |
| Keep in mind the connection of this particular class to | | | | get back to them in writing within 48 hours. In this way |
| be positive goal at the end of the course or the | | | | there is a sense of a continuing adventure into |
| semester or the school year were the degree | | | | knowledge associated with your class that makes |
| program. We've got to see how each of these | | | | them want to come back for more. |
| lessons contributes to the greater whole. In that way | | | | Finally, make sure you are encouraging rich participation |
| we can tap into the positive energy associated with | | | | of the students. You can do this by asking them to do |
| the ultimate goal. | | | | some outside reading and bring in one new fact or |
| We've got to remember that we are social animals | | | | resource not contained in the syllabus in order to |
| involved in a collaborative learning process in the | | | | introduce an element of surprise to our discussions. It's |
| classroom. As such, we've got to acknowledge our | | | | amazing how valuable these outside contributions can |
| human need for connection and authenticity. Try | | | | be. |
| starting each class with a check in in which everyone | | | | Good luck and keep up the flow! |