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A Good Lecture: A Framework For Classroom Management

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Conference

1997 Annual Conference

Location

Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997

ISSN

2153-5965

Page Count

7

Page Numbers

2.17.1 - 2.17.7

Permanent URL

https://peer.asee.org/6591

Download Count

22

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Paper Authors

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Richard Gilbert

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Marilyn Barger Hillsborough Community College

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Renata Engel Pennsylvania State University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3230

A Good Lecture: A Framework for Classroom Management

Dr. Marilyn Barger, Dr. Renata Engel, Dr. Richard Gilbert Florida State University/Pennsylvania State University/University of South Florida

ABSTRACT Classroom management involves global course communications as well as parochial classroom concerns. A good series of lectures presented consistently over the duration of a course is an optimal tool for maximizing the transfer of important course related information, minimizing the spread of course related confusion and providing a low energy path toward good classroom management. Important classroom related issues are easily classified as global or parochial by the role those items have as the course progresses. The extent to which the lecture can effectively transfer these two types of information determines the likelihood of having a well-managed course.

INTRODUCTION Global course information and management issues involve the motivational and milage marker details associated with the course. Motivation items include a clear understanding and at least placid agreement between professor and students as to the purpose, goals and expectations for the course. This includes information as to how the course will fit the curriculum, the specific knowledge areas that will be covered and finally how the student's efforts will be evaluated. Milage marker items include specific details about test dates, formats, and overall value in the grand scheme of things. Information related to subject material to be tested as well as an indication as to graded test return dates also represent items in this category.

Parochial classroom concerns and how they are handled define the essence of any course. Items in this category include the structure of the classroom experience, the types of materials selected for classroom presentation and the methods employed to deliver this material. Time allocation and management of allocated time also play a key role in successful classroom management. These items combined with a generous mix of unpredictable and impromptu behavior by students in an average-sized class all contribute to a local classroom environment that can best be managed within the structure of a good lecture.

This paper's focus is on the use of the lecture as a frame for good classroom management. Several key global and parochial items are identified. The ways these global and parochial course factors are conveniently handled within the lecture instructional method are explored. Finally, the specific ways the lecture implements these factors to optimize the student/professor interaction within the usual large group interaction format are discussed.

The Lecture Framework The lecture is a time-tested and proven method for transferring information effectively. Together with public oration, its success is based on its structure and its appropriate application. The teaching of engineering concepts, design practices and principles fits nicely into these application and structure constraints.

Gilbert, R., & Barger, M., & Engel, R. (1997, June), A Good Lecture: A Framework For Classroom Management Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. https://peer.asee.org/6591

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