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Facilitating sensitive or contested topics

Home / Classroom management guides / Difficult conversations Classroom management guide · Difficult conversations Facilitating sensitive or contested topics Prepare the ground so hard discussions stay productive. Many courses touch material that is sensitive or contested. You can make those discussions productive by preparing the ground. Set ground rules for…

https://ksarn.org/cm-guide-facilitating-heated-topics/

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Fair policies, consistently applied

Home / Classroom management guides / Preventing problems Classroom management guide · Preventing problems Fair policies, consistently applied Clear policies you apply the same way for everyone prevent most conflicts. Many classroom conflicts come from unclear or unevenly applied rules. Decide your policies on attendance, devices, late work, and participation…

https://ksarn.org/cm-guide-fair-and-consistent-policies/

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Responding to minor disruptions

Home / Classroom management guides / Handling disruption Classroom management guide · Handling disruption Responding to minor disruptions Low-key responses to talking, phones, and lateness keep the class on track. Most disruptions are minor: side talk, a phone out, a late arrival. The goal is to stop the disruption with the least intervention that works, so …

https://ksarn.org/cm-guide-minor-disruptions/

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Presence and authority without harshness

Home / Classroom management guides / A well-run room Classroom management guide · A well-run room Presence and authority without harshness Calm, fair authority earns cooperation better than toughness does. Authority in a classroom comes from presence and fairness more than from toughness. Good classroom managers have what researchers call with-it-ness: they …

https://ksarn.org/cm-guide-presence-and-authority/

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Safety, your limits, and looking after yourself

Home / Classroom management guides / Distress and safety Classroom management guide · Distress and safety Safety, your limits, and looking after yourself Know when to involve campus safety, and tend to yourself after a hard day. Most difficult moments are not safety matters, but a few are. If a situation involves a threat, talk of harm, or immediate danger…

https://ksarn.org/cm-guide-safety-and-your-limits/

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Supporting a student in distress

Home / Classroom management guides / Distress and safety Classroom management guide · Distress and safety Supporting a student in distress Respond with calm and care, stay in your role, and connect them to help. Now and then a student will become visibly upset, in or after class. You do not need to diagnose anything or act as a counselor. What helps most is …

https://ksarn.org/cm-guide-supporting-a-distressed-student/

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Boundaries that hold

Home / Fill Your Cup guides / Protecting your energy Fill Your Cup · Protecting your energy Boundaries that hold Kind, clear boundaries protect the energy you need for the work and people you love. Boundaries are not walls that keep people out. They are the edges that keep you whole. Without them, work expands to fill every hour, and email finds you at the…

https://ksarn.org/fc-guide-boundaries/

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Guarding your time

Home / Fill Your Cup guides / Protecting your energy Fill Your Cup · Protecting your energy Guarding your time Protect time for rest and for what matters, the way you would protect a class meeting. The time you do not protect tends to disappear, swallowed by whatever is loudest. If rest and the things that refill you live only in the leftover minutes, they…

https://ksarn.org/fc-guide-guard-your-time/

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Leaning on your people

Home / Fill Your Cup guides / You are not alone Fill Your Cup · You are not alone Leaning on your people You were never meant to do this alone. Community refills what solitude cannot. Teaching can be strangely lonely. You may spend all day surrounded by people and still feel like you are carrying it by yourself. You were never meant to. A colleague who…

https://ksarn.org/fc-guide-lean-on-your-people/

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Letting go of the guilt

Home / Fill Your Cup guides / Permission to care for yourself Fill Your Cup · Permission to care for yourself Letting go of the guilt You do not have to earn rest. Caring for yourself helps everyone you care for. Many caring teachers feel a flash of guilt the moment they put themselves first, as if every hour of rest is stolen from students who need them.…

https://ksarn.org/fc-guide-let-go-of-guilt/

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Real rest

Home / Fill Your Cup guides / Restoring yourself Fill Your Cup · Restoring yourself Real rest Rest is not laziness, and there is more than one kind. Give yourself the kind you need. Rest is not what is left over once the work is done. It is part of what makes good work possible. And it is more than sleep, though sleep matters deeply, so protect it where you …

https://ksarn.org/fc-guide-real-rest/

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Be kind to yourself

Home / Fill Your Cup guides / Heart and mind Fill Your Cup · Heart and mind Be kind to yourself Speak to yourself the way you would speak to a struggling student or a dear friend. Many of us carry an inner voice that is far harsher with ourselves than we would ever be with anyone else. It calls a hard day a failure and a small mistake proof that we are not…

https://ksarn.org/fc-guide-self-compassion/

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Design a first day worth showing up for

Home / First Day of Class guides / Before the first day First Day of Class guide · Before the first day Design a first day worth showing up for Plan an actual first class, not just a policy reading. Students remember a first day that gave them something and forget one that only listed rules. So plan an actual class. Include a genuine welcome, a small taste…

https://ksarn.org/fd-guide-design-a-real-first-day/

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End the first class, and first week, with momentum

Home / First Day of Class guides / Engage and end well First Day of Class guide · Engage and end well End the first class, and first week, with momentum Close strong and carry the energy into a well-planned first week. How you end the first class matters as much as how you begin it. Close by reminding students why the course is worth their effort, telling…

https://ksarn.org/fd-guide-end-with-momentum/

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Make the syllabus useful, not a recitation

Home / First Day of Class guides / Clarity and expectations First Day of Class guide · Clarity and expectations Make the syllabus useful, not a recitation Cover what students truly need, and let them read the rest. Reading the syllabus aloud, line by line, is the classic first-day mistake. Students tune out, and you spend a precious hour on something they…

https://ksarn.org/fd-guide-make-the-syllabus-useful/

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Prepare the essentials

Home / First Day of Class guides / Before the first day First Day of Class guide · Before the first day Prepare the essentials A little preparation prevents the small disasters that undercut a strong start. Nothing undercuts a confident first day like a projector that will not connect or a room you cannot find. Visit your classroom ahead of time if you can, …

https://ksarn.org/fd-guide-prepare-the-essentials/

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Building rapport and belonging

Home / First Day of Class guides / Setting the tone First Day of Class guide · Setting the tone Building rapport and belonging Students who feel they belong on day one are more likely to engage and stay. Whether a student feels they belong in your class is often decided in the first session, and it strongly affects whether they engage and persist. Small,…

https://ksarn.org/fd-guide-rapport-and-belonging/

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Adult learning and andragogy

Home / Learning theories guides / Motivation and adults Learning theories guide · Motivation and adults Adult learning and andragogy How adult learners differ, and what it asks of your teaching. What it says. Andragogy, associated with Malcolm Knowles, describes how adults tend to learn. Adults usually want to know why they are learning something, bring…

https://ksarn.org/lt-guide-adult-learning/

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Cognitive load theory

Home / Learning theories guides / Memory and attention Learning theories guide · Memory and attention Cognitive load theory Working memory is small, so how you present material matters. What it says. Cognitive load theory builds on the limits of working memory. Learning suffers when too much is presented at once or when the presentation adds needless…

https://ksarn.org/lt-guide-cognitive-load/

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Behaviorism

Home / Learning theories guides / Behaviorist roots Learning theories guide · Behaviorist roots Behaviorism Learning shaped by consequences, and what it still offers teaching. What it says. Behaviorism focuses on observable behavior and how consequences shape it. Behavior that is reinforced tends to recur; behavior that is not tends to fade. It says little…

https://ksarn.org/lt-guide-behaviorism/