Location
Daytona Beach, Florida
Description
Creating a positive classroom environment has long been a topic of research at the kindergarten through high school levels. However, less research is available at college/university level despite evidence that suggests its importance to the successful delivery of course content. Relevant information from the Faculty Academic Orientation Manual has been summarized to provide the backdrop for two paradigms. The journalistic paradigm Who, What, When, Where, How and Why is useful for assessing the characteristics of students and the challenges they face. A more recent paradigm Situation, Purpose, Audience, and Method (SPAM) presented by Dr. Laurie Rozakis has been adapted to facilitate utilization of data from the first paradigm. The use of such background data enhances the development of a positive classroom environment. Furthermore, the flexibility inherent in both paradigms permits the instructor to extrapolate additional information on an as needed basis. The expeditious delivery of course content to a focused, goal-oriented population in a positive classroom environment is deemed desirable. The paradigms expand available choices to faculty striving to achieve that goal.
Creating a Positive Classroom Environment
Daytona Beach, Florida
Creating a positive classroom environment has long been a topic of research at the kindergarten through high school levels. However, less research is available at college/university level despite evidence that suggests its importance to the successful delivery of course content. Relevant information from the Faculty Academic Orientation Manual has been summarized to provide the backdrop for two paradigms. The journalistic paradigm Who, What, When, Where, How and Why is useful for assessing the characteristics of students and the challenges they face. A more recent paradigm Situation, Purpose, Audience, and Method (SPAM) presented by Dr. Laurie Rozakis has been adapted to facilitate utilization of data from the first paradigm. The use of such background data enhances the development of a positive classroom environment. Furthermore, the flexibility inherent in both paradigms permits the instructor to extrapolate additional information on an as needed basis. The expeditious delivery of course content to a focused, goal-oriented population in a positive classroom environment is deemed desirable. The paradigms expand available choices to faculty striving to achieve that goal.