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Show lessons Volume Six, Number 2 www.ctle.utah.edu www.lib.utah.edu/epubs/lessons PRODUCER & CONTRIBUTING EDITOR Kimberly Welch EDITOR & PRODUCTION MANAGER Natalie Barfuss MANAGING EDITOR Ruby Wang CONTRIBUTING PHOTOGRAPHERS Emily Hausman Stephen Holt CONTRIBUTING WRITERS Lara Fakhraie Emily Hausman C. Jane Mario Kirsten Montague Mark Stern Shawn Swensen CONTRIBUTING GRADUATE WRITERS Shannon Haley Lyubima Simeonova CONTRIBUTING FACULTY WRITERS Stephanie Richardson Kimberly Welch CONTRIBUTING COPY EDITORS Doug Hageman Ruby Wang CTLE ADMINISTRATIVE ASSISTANT Doug Hageman EDUCATION SPECIALIST FOR TAs Kimberly Welch GRAPHIC ARTIST Bryan Moore BACK PHOTOGRAPH Stephen Holt December 2004 Center for Teaching & Learning Excellence University of Utah 136 Sill Center 195 S. Central Campus Drive Salt Lake City, UT 84112-0511 (801) 581-7597 www.ctle.utah.edu contents Listen ... Your Student is Saying Something Different Voices International Students and Classroom Management Graduate Writers: Manage with a Behavioral Contract Students and Professors Share Classroom Management HORROR STORIES Addressing the Horror Stories: Building a Bridge Across the Professor/Student Gap Classroom Management From Day One: Put Out Fires Before They Start The Bennion Center Improves the Service-Learning Program The Academic Physicians' Balancing Act Crew 2 5 6 9 12 14 16 19 22 24 letter from ctle Keys, keys, keys ... Where is that elusive key to creating a perfect classroom of intellectual bliss and learning? At the Center for Teaching & Learning Excellence, we often hear questions like this. For years, I've searched for this ideal; and just when I think I've found it, the semester ends, a new group of students enters the classroom, and my little key no longer works - as if someone changed the locks when we changed semesters. I'm beginning to learn that there is no single key created to help us solve all of the issues that may arise in the classroom. It makes sense to me now, realizing that each student that we have is a complex entity in and of themselves, let alone a whole group of students trying to intertwine their complexities and become a working, learning unit. Even more, as I've read through the articles in this issue of lessons, I realize that the mere interpretation of what "Classroom Management" means has various translations, levels, and possibilities. I hope you enjoy the work that our undergraduate and (for the first time in lessons) graduate students have to offer as they write about the diverse intricacies of classroom management. Each of the features could open a fascinating dialogue into the social and dynamic constructs of classroom behavior. Assistant Director, CTLE |