TUGAS ARTIKEL “TEACHING”
ARTICLE OF TEACHING
TEACHING STRATEGIES
Different strategies perceive the classroom environment in different ways. The resources provide guidance for instructors in how to think about their own teaching style and its impact on student learning. There are some of the teaching strategies:
• Academic Integrity and Incivility in the classroom
Academic integrity is the pursuit of scholarly activity in an honest and responsible manner. In the classroom, academic integrity involves a range of issues including (but not limited to) cheating, plagiarism and facilitating acts of academic dishonesty by others.
Honouring the precepts of academic integrity and applying its principles are fundamental responsibilities of all scholars. The Centre for Research on Learning and Teaching and the University Library has created these to help the university community uphold these ideals.
• Creating an effective learning climate
When instructors strive to create inclusive college classrooms, they need to consider multiple factors, including course content, class preparation, their own classroom behaviour, and their knowledge of students’ backgrounds and skills. The articles in this section offer concrete strategies to address these factors and improve the learning climate for all students.
First-year students are, in many ways, the most vulnerable group in any academic community focuses on first-year students and what faculty can do to increase the likelihood that they will persist beyond the first year and attain their educational and personal goals.
Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students’ experiences of marginalization and, wherever possible, helps students understand those individuals’ experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Instructors in inclusive classrooms use a variety of teaching methods in order to facilitate the academic achievement of all students. Inclusive classrooms are places in which thoughtfulness, mutual respect, and academic excellence are valued and promoted. When graduate student instructors (GSIs) are successful in creating inclusive classrooms, this makes great strides towards realizing the University of Michigan’s commitment to teaching and to diversity and excellence in practice.
In an inclusive classroom, instructors attempt to be responsive to students on both an individual and a cultural level. Broadly speaking, the inclusiveness of a classroom will depend upon the kinds of interactions that occur between and among you and the students in the classroom. These interactions are influenced by:
1. the course content;
2. your prior assumptions and awareness of potential multicultural issues in classroom situations;
3. your planning of class sessions, including the ways students are grouped for learning;
4. your knowledge about the diverse backgrounds of your students; and
5. Your decisions, comments, and behaviours during the process of teaching.
Each of these five aspects of teaching is addressed in this section. This information will assist you to teach in more inclusive ways. Much of the information in this section was drawn from focus group interviews conducted by CRLT in 1995-96 with female and male students from a variety of racial, ethnic, and religious backgrounds and departments or units. In these interviews, students identified multicultural issues related to classroom climate, course content and materials, and teaching methods. They also made recommendations about how classrooms could be made more inclusive. The examples used to illustrate particular issues in the sections that follow were taken from comments made by students during the focus group interviews and from the experiences of CRLT staff.
• Invisibility in the college classrooms.
Broadly defined, classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom. Uncivil student behaviour not only disrupts and negatively effects the overall learning environment for students but also contributes to instructors’ stress and discontent. The articles in this section describe forms of classroom incivility and ways to reduce disruptive behaviour in the college classroom. Incivility in the classroom is offensive, intimidating, or hostile behaviour that interferes with students’ ability to learn and with instructors’ ability to teach. This paper identifies factors contributing to uncivil interactions in the classroom and provides practical strategies designed to avoid or diffuse such conflicts.
1.RINDA ANGGRAITA (072084243)
2.NUR SHOLIHA (072084246)
3.NUR HANDANI EKA DEWI (072084253)
