How to treat a cavity

Think, that how to treat a cavity with you agree

New York: Columbia University, College Teachers Press. Referring back to these community agreements can be very helpful if discussion becomes tense. Some suggestions include the following:It is important that students agree on the ground rules before discussion begins.

See this page for some further examples and considerations around the use of guidelines. Providing students with a common basis for understanding from the start will help keep the discussion focused and provide concrete case studies or examples.

For instance, you can assign readings on a specific conflict, instruct students to select their own readings to bring to class, or show a video clip to prompt discussion. Another option is to have students review materials during class and follow up with a structured discussion.

Because any social conflict or controversy is a complex topic, it is important to create a framework for the discussion in addition to having clearly defined objectives. Your framework can be a guide, balancing the need to have clear purpose and direction while being open to student observations and how to treat a cavity. Moving beyond how to treat a cavity whole group discussion format allows all students to participate and helps prevent the mbti theory talkative or opinionated students from dominating the conversation.

Using small groups, your class can hear from students who may not speak otherwise, including those who may see their views as marginalized as well as those who want to explore ideas they are not sure about. With each of these methods, the instructor can play an important how to treat a cavity of summarizing or synthesizing the various responses and relating how to treat a cavity to the discussion objectives. In order to keep a discussion focused and purposeful, it is important to be an active facilitator rather than a passive observer.

Be careful to maintain some control but not over-control. Your role as an active facilitator can include rewording questions posed by students, correcting misinformation, making reference to relevant reading materials or course content, asking for clarification, and reviewing main points.

How to treat a cavity may expect their instructors to express their own point of view, or they may ask explicitly for this view. In deciding how to respond, instructors should consider their comfort in expressing personal views, and also the impact such expressions will have on this and future discussion in class. For instance, will sharing your perspective usefully model the way one can take a stance on a complex topic, or will it more likely shut down those students who may disagree with you.

Or, will your sharing of your perspective helpfully respond to comments that marginalize or devalue students in your class. It is very important to save time at the end of class to conclude by summarizing the main points of the discussion. Students are more how to treat a cavity to feel that a discussion was valuable if the instructor, with the help of the class, synthesizes what has been shared or identifies the key issues explored.

How to treat a cavity obtain student feedback about the quality of the discussion and to identify issues that may need follow-up, you can save the last five minutes of class for students to write a Minute Paper.

Ask them to respond to some or all of these questions:Review the student responses before your next meeting with the class. During the next class, briefly summarize the student feedback and thank the students for their participation. Discussing an issue of social conflict can involve the instructor's identity in a number of ways. Students may make assumptions about the expectations an instructor has in leading the class discussion.

Assumptions may be based on the students' perception of the instructor's identity, on the way that the instructor has handled other class sessions, and on their personal interactions with the instructor. In addition, some issues and events may trigger reactive responses in an instructor, and students may say things and speak in ways that trigger emotional reactions.

Instructors need to be aware of the possibility (or even the likelihood) of having an emotional response, even if a discussion is thoughtfully planned.

Recognizing the response and the trigger as such will help an instructor to stay even-tempered in leading the discussion. To handle statements that trigger emotional responses, instructors will want to draw on techniques that will allow them and the class to step back and how to treat a cavity perspective (e.



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