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------=_NextPart_01C7E4D9.D5FBE5C0 Content-Location: file:///C:/14882234/ClassroomManagement_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C7E4D9.D5FBE5C0 Content-Location: file:///C:/14882234/ClassroomManagement_files/slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" The Interaction Between Market Structure and Financial Literacy: The Mortgage Servicing Market
Managing the Classroom: 
What I Wish Someo= ne Had Told Me
Paula Fitzgerald Bone, Ph. D.
Nathan Haddad Professor of Business Administration
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Disclaimer
oThis presentation/discussion is full of Paula Fitzgerald Bone opinion and may or may not = reflect reality.
o&= #13;
oThe presenter, however, is quite confident in these opinions.
o&= #13;
oThe presenter also studies disclaimers and = realizes that this disclaimer is likely to have no= impact whatsoever on the participants. =
o<= span style=3D'font-size:86%;display:none'>
o J  PFB
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What is your goal?
oWant students to understand the topic and learn to think
o
oPursu= e your research career / complete your degree
o
<= span class=3DBB style=3D'position:absolute;left:-4.43%;top:.16em'>oKeep = from starving in the cold this winter
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Set yourself up to succeed
oReduce sources of conflict with students
nYour can’t win a public battle
n
oManage your workload
o
oMaximize learning & enjoyment
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Reducing sources of conflict
oTests: <= /div>
nNever change the da= te, change the material
nConsider conflicts prior to setting dates
pe.g., 1st=  day back from Thanksgiving, not a = good day for major assignments/tests, neither is the Friday after a ho= me football game Thursday night
nBuild in a buffer f= or misunderstanding
pE.g., extra credit, score out of 104
nHave at least two versions of the exam
o<= span style=3D'mso-special-format:lastCR;display:none'>
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Conflict with respect to papers
oUse class time to OK the paper topic
o
oHave a peer review
nGoal—forces the first draft of the paper
n
oProvide specific feedback
n1st draft then final draft
n
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Conflict in class
= oDisruptive behavior
nCell phones off
nLaptop control??
nDistracting conversations
pMy definition—don’t distract me
nPG rating
pNot all students are drinking and having sex <= /span>
n&= #13;
= oParticipation
nPublic presentation of in-class work or have it graded.
nDon’t need to give letter grade, a simply 10= 0 (completed the work) and 0 (did not complete work)= will do.
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Conflict in class
oPreparation
nPeople do what they are rewarded for
nAlways have some graded assignment for what you want the students to do prior to class =
pFolder grades
pTyped and looked over in class
p
oBalance hard topics with softer days
nDay after exam, Fridays (not every Friday), Dead <= /span>Week good for softer topics
p
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Managing your workload
oEstimate 3 hours of preparation for 1 hour of lecture
neven if you know the subject well
nsignificantly more if you are teaching outside you= r field
o&= #13;
oTake attendance and make it count in the grade = ;
nReduces your need to re-teach
nYou will learn names
nNo excuses needed—X freebies
nPolicy waived for extenuating circumstances=
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What is wrong with this picture?
o2 5-page papers
o3 essay exams
o5 graded homework assignments
oClass format:  lecture and notes= 3;
o
oBalance your grading
oBalance your preparation
n
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Balance your grading
= oMake writing assignments short =
nMicro Essays?
nLooking for topic understanding, not length of pap= er
n&= #13;
n&= #13;
oMake sure that the due dates do not conflict with = your major due dates for the courses you are taking
o&= #13;
oUse a 100 (did the assignment) /0 scale for minor assignments
o&= #13;
oEmbrace multiple choice if class is large or if yo= u have other written assignment= s
o&= #13;
oConsider making presentations instead of writing papers
o&= #13;
oUse A, B, C, D, F with definitions instead of 93, = 87, 79
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