Today (Monday, October 1st) we read "Classroom Management", by Lisa Rodriguez, which can be found at http://www.4faculty.org/includes/108r2.jsp. This prompted discussion on a lot of topics pertaining to challenging behaviour in the classroom and what we could do to prevent it from happening. We went on to discuss how, if it does happen, to deal appropriately with it.
Preventative and preemptive measures to deal with any kind of rude behaviour include:
* Trying to develop a feeling of community in the classroom, so that there is mutual trust and respect, and the class feels like a safe place.
* Having policies clearly outlined on the syllabus, and discussed with the students at the start of the semester.
* In certain situations, empowering students to choose consequences for student misconduct. (This led to some amusing outcomes, such as some students suggesting that students who arrive late to class should be made to sing a silly song!) Hopefully, though, having students be the co-creators of a ‘code of ethics’ for the class will help them to abide by the rules agreed upon by all of them.
However, if these preventative measures did not curb behaviour problems, then below are some ideas of what could be done with respect to specific situations. As seen, often a simple explanation for the policy can help students understand that the policies are not merely arbitrary but really help in the smooth functioning of the class, as well as in their individual learning.
1. Cell phones: Even if set to vibrate, they could still make a noise, and also some students might use them for text messaging, so it might be best to ask that all cell phones are turned off. It can be explained that use of cell phones during class is disruptive and also disrespectful.
2. Lateness: We agreed that lateness matters because often announcements and the agenda for the class are given at the start of the session. One teacher has a policy that ten minutes late is half an absence, and he does not take attendance until ten minutes into the class, as he can accurately note this way which students are late. It can be explained to students that being on time is therefore important, so as not to miss crucial information, and also so as not to disturb the rest of the class.
3. Attendance: Some students apparently resent having an attendance policy, but it can be explained that without it, those who attend when it is not compulsory, might look foolish. Furthermore, students can be told that six absences out of a total of twenty nine classes is quite significant, and any more than this represents too much of a loss of instruction time.
4. Page Length: Five full pages in Expos might seem hard to some students, but it can be explained that they will need this length to fully explore and develop their ideas. Also, if any later in their academic careers, go on to publish their work in journals, they will find that journals are strict about the length of an article.
5. Use of Computers: If students bring laptops to class, or if your class is meeting in a computer lab, and you see students checking e-mail, surfing the web, or playing games, any of which would mean that they are not fully concentrating on the lesson, what should be done? One research librarian, during a library session for a 201 class, said quietly to students playing a game, “I see you guys are having fun!” Another person at the meeting said he would simply tell the students that if they want to play games, they might as well leave.
6. Students who Challenge Authority/Have a Bad Attitude: We all agreed that it is best, as a teacher, never to seem uncertain or lacking in confidence. However, if a student does try to challenge, it might be best to see that student individually after class, and talk quietly. You might even try to see if the student shares some common interests and therefore try to befriend that student. Some students who appear very tough might be putting on a front as they are really quite insecure. One person present mentioned a student who was a complete loner, who would not join in any groups and would not speak with anyone. The teacher decided that since this student was so uncomfortable speaking, that she would rely on giving him written comments.
7. Students who Monopolise Discussion: We all agreed that initially we might be quite glad of a student who we can rely on to answer our questions, but if this becomes excessive, and excludes others from the possibility of participation, then it might be best to see first if any other students wish to answer. It also might be advantageous to take that student on one side after class, and say that whereas you are delighted that he or she is so enthusiastic, you would also like to make sure that others have their say as well. Perhaps if the student is bursting with good ideas, you can hear some of them after class, if you are concerned otherwise of running out of class time.
8. Misinformation: If you ask a question, and a student answers it incorrectly, what can be done? As teachers, we don’t want to publicly embarrass that student by correcting him or her in front of everyone else, but at the same time, we don’t want misinformation circulating the room. We agreed that it is probably best if we ask all the students if they have any other ideas, and keep going around the room until the best answer is given, which can then be highlighted for everyone else.
Wednesday, October 3, 2007
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