Better class design makes for better classes
Alice Arutoff
Issue date: 2/11/09 Section: Opinion
Contemporary classrooms should be integrated into the UDM environment.
How often have we been asked to join "circle time" to better facilitate discussion among classmates?
I am not opposed to this style of learning - it's highly effective placing everyone on equal footing visible to all - but long rectangular tables don't make the best circles. Too often it takes more time to make a "circle" than it should.
UDM should look into designing classrooms in this manner; effective classroom design is an emerging market.
While there are semi-circle classrooms that rise up, it's not the same.
The entire point of the circle is to allow everyone, including the professor, to be on equal level physically and mentally. The majority of professors who embrace this teaching style situate themselves among the students.
This helps alleviates some pressure on students, especially in public speaking. While all eyes may be on you when you talk, you do not have the same feel as standing in front of the classroom while students look up to listen.
In my experience, this style leads to lengthier discussions that get more of the class involved than simple "Q and A" sessions.
Additionally, something is to be said about the professors who enact this practice.
The professors who do engage in such a classroom style appear to be more dedicated to the educational experience.
More likely, if you've had a discussion style classroom, it's been one of your favorites. While the style may appear more laid back, you get the most interaction in this manner.
Students can learn so much more just from the back-and-forth discussions, practicing and exercising what they've just learned. This shared learning process is more inviting than stoic, monotone lectures.
Breaking down the archaic classrooms and teaching styles of yesteryear can be difficult, but the rewards can be bountiful. The amount of knowledge shared and learned in the discussion classroom is beneficial for both student and professor alike.
How often have we been asked to join "circle time" to better facilitate discussion among classmates?
I am not opposed to this style of learning - it's highly effective placing everyone on equal footing visible to all - but long rectangular tables don't make the best circles. Too often it takes more time to make a "circle" than it should.
UDM should look into designing classrooms in this manner; effective classroom design is an emerging market.
While there are semi-circle classrooms that rise up, it's not the same.
The entire point of the circle is to allow everyone, including the professor, to be on equal level physically and mentally. The majority of professors who embrace this teaching style situate themselves among the students.
This helps alleviates some pressure on students, especially in public speaking. While all eyes may be on you when you talk, you do not have the same feel as standing in front of the classroom while students look up to listen.
In my experience, this style leads to lengthier discussions that get more of the class involved than simple "Q and A" sessions.
Additionally, something is to be said about the professors who enact this practice.
The professors who do engage in such a classroom style appear to be more dedicated to the educational experience.
More likely, if you've had a discussion style classroom, it's been one of your favorites. While the style may appear more laid back, you get the most interaction in this manner.
Students can learn so much more just from the back-and-forth discussions, practicing and exercising what they've just learned. This shared learning process is more inviting than stoic, monotone lectures.
Breaking down the archaic classrooms and teaching styles of yesteryear can be difficult, but the rewards can be bountiful. The amount of knowledge shared and learned in the discussion classroom is beneficial for both student and professor alike.
Be the first to comment on this story