Please Read The Case Studies Below And Answer The Questions

Please Read The Case Studies Below And Answer the Questions That Follo

Please read the case studies below and answer the questions that follow each one.

Case Study 2A Managing the Classroom-Disruptive Students

Mr. Rivera has been teaching for 5 years in a face-to-face classroom. He recently taught his first course online and was surprised that a few of the students were disrespectful to each other in the discussion boards. He had not encountered this issue in his face-to-face classes.

As he prepares for his next online class, he is trying to determine how best to approach the issue of disrespectful students.

1. Why might students in an online classroom exhibit behaviors that differ from a face-to-face classroom?
2. What other disruptive behaviors might be encountered in an online course?
3. What disruptive behaviors might occur in a face-to-face course?
4. What suggestions do you have for Mr. Rivera as he prepares for his next online course?
5. Develop a list of rules for online etiquette that you would expect from your online students.

Case Study 2B Managing the Classroom- Low Performing Students

Dr. Jones is in her first year of teaching at a four-year university. She primarily teaches undergraduate psychology majors, and her main courses include psychological well-being, lifespan development, and psychology of aging. The psychological well-being class is a 200-level course that students can take with only introductory psychology as a pre-requisite.

While students seem to enjoy the course, half of the students in the class have demonstrated difficulty with writing assignments. For example, the students are unfamiliar with APA format and do not seem to know how to locate appropriate references for the assignments. She has also noticed that many students have difficulty with writing assignments in the 300-level courses that she teaches.

1. Why might Dr. Jones’ students have difficulty with writing assignments?
2. What resources are available to help students with APA format?
3. What resources are available to help students locate peer-reviewed resources?
4. Develop a plan that Dr. Jones can implement that will help her students with writing.

Discussion 3

In this module, we will explore how to manage the classroom including working with low performing students. Research the websites of two universities and share what resources are available for low performing students. Evaluate how well you think each university is doing to help students succeed.

Paper For Above instruction

The management of classroom behavior is a critical component of effective teaching, whether in face-to-face or online environments. Understanding the differences in student behavior across these modalities and developing strategies to address disruptive or underperforming students are essential skills for educators.

Managing Disruptive Students in Online and Face-to-Face Settings

Online classrooms present unique challenges concerning student behavior. Unlike face-to-face settings, where physical presence and immediate feedback can mitigate disrespectful behaviors, online environments rely heavily on written communication, which can be misinterpreted. Students may exhibit behaviors such as trolling, disrespectful language, or passive-aggressive comments due to the relative anonymity and perceived distance, which diminish accountability (Garrison & Vaughan, 2013). Disruptive behaviors in face-to-face classrooms often include talking out of turn, side conversations, or inattentiveness, which can be more immediately addressed due to physical proximity and direct observation (Emmer & Evertson, 2016).

In online settings, additional disruptive behaviors might include non-participation, spamming discussion boards, or hijacking forums to discuss unrelated topics. Educators like Mr. Rivera can employ several strategies to manage these issues effectively. Setting clear expectations about online etiquette, establishing consistent consequences for disrespectful behavior, and creating an inclusive, respectful learning community are foundational steps (Martin et al., 2018). Utilizing moderation tools in discussion forums can also help prevent and address inappropriate comments swiftly.

A set of online etiquette rules could include directives such as respecting others' opinions, refraining from offensive language, refraining from disruptive posting, and maintaining professionalism. Encouraging students to think before they post and to approach discussions constructively can foster a more respectful environment (Dennen & Bradley, 2014).

Supporting Low-Performing Students in Academic Settings

Dr. Jones faces common challenges in teaching undergraduate students unfamiliar with academic conventions and research skills. Difficulties with APA formatting and locating credible peer-reviewed sources may stem from inadequate prior instruction, language barriers, or lack of research experience (Lindsey et al., 2017). To address these issues, multiple resources are available. University writing centers often offer workshops, tutorials, and individual consultations that focus on APA formatting and academic writing skills (Baker & Worrell, 2018). Online guides, institutional library tutorials, and citation management tools such as Zotero or EndNote also support students in mastering citation standards and research skills (Purdue OWL, 2022).

To improve her students’ writing, Dr. Jones can implement structured workshops that teach APA formatting step-by-step, incorporate research exercises that guide students in identifying scholarly sources, and assign scaffolded writing tasks that progressively build their skills. Embedding these activities into her curriculum ensures that students develop competence and confidence (Carter & Soden, 2020). Encouraging peer-review exercises promotes critical thinking and peer learning, further enhancing their writing skills. Additionally, providing clear rubrics and exemplars can clarify expectations and help students self-assess their progress.

In her overall plan, Dr. Jones should schedule dedicated sessions on research skills and formatting, collaborate with librarians to develop resource guides, and create online modules or video tutorials accessible to all students. This comprehensive approach fosters skill development and encourages independent learning (Johnson & Williams, 2019).

Evaluation of Support Resources for Low-Performing Students in Universities

University support services vary widely. For example, the University of California, Berkeley, offers extensive tutoring programs, writing support centers, and tailored academic coaching, providing students with multiple avenues to improve their performance (Berkeley Student Learning Center, 2022). The University of Michigan supplies an academic success center that emphasizes early intervention, personalized advising, and targeted skills workshops, which collectively promote student retention and success (University of Michigan, 2022).

Both institutions demonstrate commitment through ample resources; however, the effectiveness depends on student awareness and accessibility. Berkeley’s integrated online and in-person services ensure broad reach, whereas Michigan emphasizes personalized support, fostering a proactive approach. Continuous assessment of these programs’ impact is essential to refining support mechanisms and ensuring underserved students receive adequate assistance to achieve academic success (Tinto, 2018).

References

• Baker, T., & Worrell, F. C. (2018). Supporting college students with disabilities in academic success centers. Journal of Postsecondary Education, 31(2), 45-59.
• Berkeley Student Learning Center. (2022). Academic support programs. University of California, Berkeley. https://slc.berkeley.edu
• Carter, D. R., & Soden, D. (2020). Scaffolded writing approaches for first-year college students. Journal of Writing Studies, 12(1), 67-84.
• Dennen, V. P., & Bradley, C. (2014). Creating a respectful online classroom environment. Journal of Online Learning and Teaching, 10(3), 510-523.
• Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers (10th ed.). Pearson.
• Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
• Johnson, D., & Williams, M. (2019). Enhancing online student success through faculty-led support initiatives. Journal of Educational Innovation, 36(4), 98-112.
• Lindsey, A., et al. (2017). Academic writing challenges faced by first-year university students. Teaching in Higher Education, 22(2), 189-204.
• Martin, F., Sun, T., & Westine, C. D. (2018). Clarifying online discussion expectations to foster respectful communication. Internet and Higher Education, 37, 141-148.
• Purdue Online Writing Lab (OWL). (2022). APA formatting and style guide. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide.html
• Tinto, V. (2018). Student retention and degree completion: Challenging conventional wisdom. Journal of college student retention, 20(3), 340-354.