Portfolio Part: General Classroom Structure

Workbook Page: Digital Submission

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General Classroom Structure

In the space below, brainstorm the MOST restrictive, oppressive course policies you can imagine. You can choose to frame these around a course you teach, or you can just come up with a list that could apply to any courses. Be as heavy-handed and authoritarian as you like; it’s okay if the rules you write make you uncomfortable.

Oppressive Course Policies

You must come to every class You must do all the outside reading when assigned You must participate in every class discussion with at least 1 sentence four or more times per class You must do every activity throughally and without help from anyone else

Oppressive Course Policies Reflection

This definately a command and control situation, and not unlike many syllabi I have seen. I think it would convey a lack of respect for the student and their abilities. I think it would discourage active participation and encourage cheating as a way to get the bare minimum done with the least effort.

Referring back to the rules you wrote, now write the OPPOSITE of each of them in the space below. Reframe each rule by imagining what it would be if you tried to completely counteract its purpose.

Rewritten Course Policies

You can come to class when you want to You can do the outside reading that interests you You are encouraged to share your knowledge and thoughts in class when you think it will benefit other students and extend their learning Please use other students and other resources to complete the classroom activities. The wider you cast your net for resources, the greater learning you may experience.

Rewritten Course Policies Reflection

This feels respectful to the learner and invites the learner to have a large role in what they do in the class. By casting a wider net for resources, students can learn from many others and I think this would help build a feeling of community. In class discussion, the learner takes the inpact of what they say on the other learners instead of saying something to please the teacher.

Reflect upon the experience of writing both sets. How did writing these rules make you feel? How were the two experiences different? In your own courses, are your policies more like one set or the other? Put yourself in the shoes of a student again, and re-read the rules. How do they feel now?

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