{"id":1229,"date":"2016-04-18T08:00:30","date_gmt":"2016-04-18T12:00:30","guid":{"rendered":"http:\/\/blogs.ams.org\/matheducation\/?p=1229"},"modified":"2016-04-16T10:55:46","modified_gmt":"2016-04-16T14:55:46","slug":"creating-a-classroom-culture","status":"publish","type":"post","link":"https:\/\/blogs.ams.org\/matheducation\/2016\/04\/18\/creating-a-classroom-culture\/","title":{"rendered":"Creating a Classroom Culture"},"content":{"rendered":"

By Taylor Martin<\/a> and Ken Smith<\/a>, Sam Houston State University<\/em><\/p>\n

A good educator must facilitate learning for a classroom full of students with different attitudes, personalities, and backgrounds. But how? This question was the starting point for a new Faculty Teaching Seminar in the math and statistics department at Sam Houston State University. In the conversation that transpired, we looked to identify the most important components of creating a class culture that best enables us to achieve learning outcomes. What are our goals? How do we get the ball rolling each semester? How do we get our students on board? Read on to find out\u2026<\/p>\n

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What is a \u201cclassroom culture\u201d? What are you after? Why is it important?<\/strong><\/p>\n

Taylor<\/em>: The environment in my classroom is a necessary component of a successful semester. The rapport that I build with my students, the tone of the class, and the ways that my students interact with each other are just as much a component of learning as the lectures or textbook.<\/p>\n

In my experience, setting up a productive class culture can determine the potential for learning for the entire semester. A productive class culture is one where the students feel supported, protected, and valued.<\/p>\n

Ken<\/em>: I seek a \u201clearning community\u201d of student-scholars, people who are curious about mathematics and serious about learning. I want calculus students who are proud<\/em> to be taking calculus. I want an upper level mathematics class where the students see themselves as professionals. I want a graduate class where students focus on exploration of mathematics and its mysteries, and where curiosity is the driving reason for study.<\/p>\n

I don\u2019t distribute the class syllabus as a hard copy. I collect work every class period and \u201cspeed-grade\u201d it to return it the next day. I work with a department secretary to force late registration students to meet with me before adding my classes. I never have office hours before class. When challenged by colleagues about some of these unusual practices, I realized that I desire a certain type of classroom environment. I push, coach, and manipulate my students to achieve that environment.<\/p>\n

What do you do on Day 1 to create a classroom culture?<\/strong><\/p>\n

Ken<\/em>: My class culture begins with my syllabus, which lays out some \u201cprofessional\u201d expectations of my students. But I also begin, from Day 1, to set the stage for class expectations. Since much of the material I provide will be online (either via Blackboard or Google Drive), the syllabus is also available there and I do not<\/em> hand out a hard copy. There will not be handouts during the semester; let\u2019s get the students used to this on the first day!<\/p>\n

In classes with a prerequisite, I give a quiz the first day. The intended message is, \u201cWe are serious about learning and are on the move!\u201d Early in the semester I keep the class at a fairly brisk pace (emphasizing a steady regime of study) and I make sure to model this on day 1. Since many first-year students view office hours before class as an invitation to procrastinate, my office hours are not before class, but afterwards!<\/p>\n

I never dismiss class early, not even on the first day.<\/p>\n

Taylor<\/em>: The answer to this question depends on what level the class is and what method of teaching I am using in the class, but there are some common themes in all of my classes on Day 1:<\/p>\n