I'm not sure that classroom norms are *only* a concern for learners; what
about meetings where practitioners sometimes struggle to balance the work on
the table and the social pieces - not just chatter, but the relationship
building undergirding so much of the work we do?

Is the question more about how work/learning get done and about balance?
I'm not sure how completely different these issues are in classroom contexts
and in other contexts where people meet to accomplish some purpose or
another (learning, meeting, workshop, etc...)

Janet Isserlis



> From: Julie  McKinney <julie_mcKinney at worlded.org>

> Reply-To: The Focus on Basics Discussion List <focusonbasics at nifl.gov>

> Date: Wed, 28 Jun 2006 13:38:23 -0400

> To: <focusonbasics at nifl.gov>

> Subject: [FocusOnBasics 376] Re: Welcome to discussion of Learner Engagement!

> 

> Katrina brought up an interesting point about classroom norms. In Hal's

> study it seemed that classroom norms were a major factor in engaging

> learners, yet in his study classes the norm of "sticking to business"

> seemed to be very smooth and unproblematic. My guess is that many

> classroom situations have more of a mix, as Katrina describes. If this

> is important in learner engagement, then we should discuss what we can

> do to improve or enforce the classroom norms in those classes where they

> are not consistent.

> 

> How do we help everyone "stick to business"? Are there other classroom

> norms besides "sticking to business" that are important?

> 

> Julie