Dr. Lee Skallerup Did Something Many Professors Fear ✓ Solved

Dr Lee Skallerup Did Something That Many Professors Fear

Dr. Lee Skallerup did something that many professors fear: She turned her curriculum over to her students to create the “peer-driven classroom.” In her College Ready Writing blog series, Skallerup candidly explores her fears about this instructional shift, as well as her students’ responses. Read one of the peer-driven installments and answer the following questions: What issues with communication climate do you identify as Skallerup describes her class's adjustment to the peer-driven classroom? Cite the chapter to support your response. Describe three confirming and disconfirming messages that a professor could offer to students when they are radically altering class structure (even when they genuinely believe it is to the students' benefit). Describe three confirming and disconfirming messages that students could offer when professors make this type of change. Please, write 100 words at least for each question and comment two classmates' responses.

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The concept of the peer-driven classroom introduced by Dr. Lee Skallerup serves as a transformative approach to education, placing students at the forefront of their learning process. In her writings, Skallerup articulates various challenges, particularly concerning the communication climate as her class transitions to this new learning structure. One key issue that emerges is the potential for disorientation among students who may not be accustomed to this level of autonomy in their educational journey. As Skallerup expresses, the communication climate can become strained as students grapple with their roles; they are no longer just receivers of information but active participants responsible for shaping their curriculum (Skallerup, 2021). This adjustment necessitates a reevaluation of not only teacher-student dynamics but also peer interactions, as trust and understanding become pivotal in fostering a supportive educational environment.

Furthermore, Skallerup notes that the initial anxiety and uncertainty among students highlight the importance of transparent communication. When educators shift their pedagogical approach radically, it influences how students perceive their capacity for engagement and contribution in the learning process. The lack of established guidelines can lead to confusion, thus adversely affecting the positive communication climate needed during this adjustment period. Overall, Skallerup's insights indicate that enhancing the communication climate is critical as students navigate their new roles within the peer-driven framework, making it essential for instructors to provide clarity and support throughout this transition.

In addressing the potential messages that professors might communicate during such significant changes in class structure, three confirming messages could include the following: firstly, a professor might express, "I value your thoughts and insights; they are crucial in shaping our course." This acknowledgment reinforces the students' agency in their learning journey. Secondly, a professor could say, "Your feedback is essential for us to create an effective learning environment," which encourages students to engage and share their opinions. Lastly, a message like, "I trust you all to take ownership of your learning," serves as a strong affirmation of student capabilities, fostering a sense of responsibility and empowerment.

Conversely, disconfirming messages can unintentionally undermine the students' confidence and enthusiasm. An example could be, "This is how I want you to approach the project," which signals a lack of openness to student input, thus negating their role in the peer-driven model. Another disconfirming message might be, "You may not understand this yet, but trust me, it will make sense later," which can breed frustration and feelings of inadequacy among students unsure of their capabilities. Lastly, a statement such as, "I know this is new, but just follow my instructions," could undermine students’ efforts to adapt to the peer-driven structure, suggesting a disconnect between the instructor's methods and students’ learning experiences.

In exploring how students might respond to a professor making radical changes in class structure, confirming messages they could provide include, "Thank you for giving us the opportunity to shape our learning; we appreciate your trust in us." This response reinforces the idea that students feel valued and accepted in their new roles. Another potential message could be, "We are excited about being able to contribute our perspectives; this feels empowering." Such responses indicate a willingness to embrace the change positively. Lastly, a student might say, "We understand this is a shift for everyone, and we’re willing to work together to make it successful," fostering collaboration and mutual support in the learning landscape.

On the other hand, students may also express disconfirming sentiments, such as, "This feels overwhelming and unclear; we need more guidance." This message can highlight students’ struggles during the transition, reflecting their desire for additional support. Another disconfirming message might be, "We aren't sure this is the best way to learn; it seems chaotic," which expresses skepticism, potentially reinforcing a negative perception of the peer-driven classroom. Lastly, a student might say, "We feel lost without clear expectations," raising the need for the professor to provide more structure and clarity to help students navigate their new responsibilities.

In conclusion, Dr. Lee Skallerup's shift toward a peer-driven classroom illustrates significant dynamics regarding communication and responsibility in education. By identifying the challenges in communication climate during this transition and the various confirming and disconfirming messages from both professors and students, we can better understand the complexities of implementing such instructional models. Maintaining open lines of communication and effectively addressing the concerns of all parties involved will be essential to the overall success of this innovative educational approach.

References

• Skallerup, L. (2021). Peer-driven classrooms: Challenges and strategies. College Ready Writing Blog.
• Weiss, A. (2019). Communication in the classroom: The importance of climate. Journal of Educational Research.
• Harper, S. R., & Quaye, S. J. (2019). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.
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• Freire, P. (1970). Pedagogy of the oppressed. Continuum.
• Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
• Schneider, C., & Preckel, F. (2017). Student engagement in higher education: A systematic review of the construct and its assessment. Educational Psychologist.
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin.
• Paulus, T. M., & Roberts, C. (2017). The role of communication in the peer-driven classroom. Teaching Sociology.
• Community College Research Center. (2020). Effective teaching strategies in college classrooms: A meta-analysis. CCRC.