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The University of Waterloo's Center for Faculty Excellence has shared some interesting approaches for engaging students who are disruptive to your classroom learning environments:

1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.

2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.

3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.

4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.

5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.

(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link

Hi all - Thanks again for another stimulating conversation this morning! I've attached the chat long from our Zoom meeting for anyone interested in accessing any of the resources that got shared over the course of the discussion. I went ahead and highlighted titles (where possible) for easy searching!
- G

JUSTIN - I was asked to contribute to "The QuaranZINE" early on in Michigan's first Covid19 shut down, and it was the first time I'd ever heard of a zine. Reading your intro, that zines "offer opportunities for marginalized voices to make themselves heard" really resonates with me. Do you know anything about the history of zines in general that you can share?

SARAH - Thanks for joining AMAs this morning! I have a couple of questions. 1) What is included in "co-curricular" activities? Is this any and all things a learned participates in that is outside of class? Maybe you could share some examples? 2) How can I as an MSU educator be more intentional about encouraging/valuing co-curricular experiences for learners?

Hello Everyone! Please join Marohang Limbu and me (Stokes Schwartz) for our next meeting at 10am on Friday, October 28, 2022. We have some exciting news to share and discuss in our ongoing exploration of digital collaborative learning for the 21st century. Our recurring meeting space is:

https://msu.zoom.us/j/94545089588 Meeting ID: 945 4508 9588 Passcode: 851121

Hope to see you there!

It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.

Click the attachment below to download a copy of the Peer-Educator Dialogue Protocol (.docx, 41KB).

Good morning Teaching Toolkit Tailgate! I'm Ellie Louson, your AMA host for Sept 1st. Ask me anything about experiential learning in undergrad courses. I don't know everything, but I am glad to share what I've learned facilitating experiential courses at MSU under the Spartan Studios project: the good, the bad, and the surprising. At last year's tailgate we made stuff out of Play-Doh and I want today to be just a much fun!

MSU University Communications has posted a great resource on guidelines for using generative AI. This guide is a great place to start exploring potential uses of AI in your instructional practice. Further, this guide offers some descriptions and explanations of terms you may have encountered, but are not fully sure of the meaning. You will want to keep this guide as a resource to share with others who are interested in AI, but don't know where to begin -https://comms.msu.edu/resources/use-of-ai -