Center for Teaching and Learning

Promoting Student Success: What would YOU do? A Quiz

 

  1. There are 3 weeks remaining in class and a student of a different race or gender than you, states that he/she is having a personal problem and would like to schedule a private appointment. You:
    • a. Say that you might find time to meet in about five weeks since you are so busy;
    • b. Say that you would be glad to discuss course content only, not personal problems.
    • c. See this as an opportunity to develop a more personal relationship and offer to meet the student after class, perhaps over a cup of coffee.
    • d. Meet with the student to learn the nature of the concerns and if appropriate, make a referral to a campus resource.

      DISCUSSION
  1. As the semester begins, a student brings you a letter, identifying him as a student with a disability and requesting academic accommodations of extended time on exams in a least distracting environment. You recognize the student as someone a colleague found very difficult to deal with during the previous semester. The student is disruptive in class early in the semester. He calls out without being acknowledged, brings up irrelevant topics, and frequently leaves his seat. You:
    • a. Correct his behavior in class and remind him to be civil.
    • b. Decide to consult with someone in Disability Access Services.
    • c. Speak with him after class and ask him what his disability is.
    • d. Send your colleague an e-mail message to learn how she handled "John Doe" last semester.

      DISCUSSION
  1. An African-American freshman female student, who sits in the front row of class, seems to be distraught after class meetings. She never volunteers an answer in class and never asks a question, so it is difficult to gauge her thoughts or how well she is learning. Her unhappiness is so apparent that you inquire about her well-being. She shares that she understands the information, but is having trouble adjusting to the size and the "unfriendliness" of UMSL. You suggest that:

    • a. She should be patient because she will adjust to UMSL with time.
    • b. She use the Student Planner as a guide and visit campus support services and Student Life to build some campus connections.
    • c. She should visit her old high school frequently to maintain those contacts.
    • d. She visit Multicultural Relations where she can become involved in cultural activities and be assigned an upper-class student mentor.

      DISCUSSION
  1. You receive a message from a student who is often absent asking you to call him after class so that he can learn what he missed and find out about the assignment for the next class. You:
    • a. Don't return the call since it is his responsibility to call back or to get the information from another student.
    • b. Return the call and explain the class procedure for getting information on missed assignments.
    • c. Suggest that he contact the Center for Student Success and sign up for their workshop on procrastination.
    • d. Access the Academic Alert System and submit a concern about the student's excessive absences.

      DISCUSSION
  1. In the middle of a fine lecture on a topic you have carefully researched, a cell phone rings out from the center of the classroom. A student climbs over others in his/her row of chairs and leaves the room. You:
    • a. Continue your presentation without skipping a beat.
    • b. Make a note to yourself to speak to this rude student.
    • c. Remind the class that professional behaviors include turning off ringers and beepers during class.
    • d. Stop the class to remind the exiting student that he/she will be considered absent if he/she leaves.

      DISCUSSION
  1. Your course has a writing component and you wish to use it to improve the writing skills of your students. You:
    • a. Include inyour syllabusa detailed assignmentfor the one major term paper due as the semester ends.
    • b. Assign a lengthy term paper with a mid-term draft due.You routinely comment on the draft,return itfor revision, and refer students, as necessary, to the Writing Lab.
    • c. Assign in detail papers of increasing length and complexity over the course of the semester. You encourage peer editing,distribute theWriting Lab Brochure, and invite a Writing Lab staffmember to talk tothe class.
    • d. Assign one or two papers that will be revised three or four times in response to your comments and peer editing.You provide samples of what you consider good student writing, andyou encouragestudents tousethe Writing Lab.

      DISCUSSION
  1. You notice a tense and unpleasant exchange between two students in the rear of your class. One student, who uses crutches, is standing and the other student, a large individual, is seated at the only table and chair. The seated student gets up abruptly, angrily moves, stands in the back near the door, and within a few minutes, leaves the room. This person returns after class to explain to you that the desks are too small for a large person, he/she has paid for the course, and wants to sit at the table on a chair. You:
    • a. Tell the large student to go on a diet.
    • b. Suggest that this person arrive earlier to class next time and not move when the student using the crutches requests the table and chair.
    • c. Remind the person that the class is only 50 minutes and suggest that he/she squeeze into one of the desks for that short time period.
    • d. Recommend the person contact Disability Access Services and inquire about making arrangements for special accessible furniture.


      DISCUSSION
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