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Points to Ponder
In the second video (55 minutes) you can hear a discussion about how to include expectations in your syllabus to clarify for students what is acceptable behavior in the cvlassroom and what is not. In order to provide clear infomration for students, you must be clear on what you want to include in the syllabus. What are some examples of classroom incivility? Tom Jones says that research divides civility into four categories: annoyances, terrorism, intimidation, and physical violence. Some examples might include: 1) arriving late to class; 2) noisily packing up early; 3) leaving early; 4) talking in class; 5) coming to class unprepared; 6) repeating questions; 7) eating in class; 8) acting bored or apathetic; 9) groaning disapprovingly; 10) making sarcastic remarks or gestures; 11) sleeping in class; 12) inattention; 13) not answering a direct question; 14) using a computer in class for non-class purposes; 15) letting cell phones and pagers go off; 16) cutting class habitually; 17) dominating discussion; 18) demanding make-up exams, extensions, grade changes, or other special favors; 19) taunting or belittling other students; 20) challenging the instructor's knowledge or credibility; 21) making harassing, hostile, or vulgar comments to the instructor in or out of class; 22) sending the instructor inappropriate emails; and 23) making threats of physical harm to the instructor. These student behaviors were almost unheard of up through the mid 1980s. The more diverse student population includes many who don't share the traditional academic values, norms, and communication styles. (From the University of Ottawa, Canada website.) The research of Robert Boice emphasizes the role that faculty play in generating incivility by their classroom behaviors -- e.g., rudeness, condescension, sarcasm, lack of warmth and approachability, fast-paced, non-involving lectures, surprise changes in assignments, late arriving to class, failing to take action in cases of classroom incivility. Are we seeing more of it? The Learning Enhancement Forum held at St. John University-St. Benedict's College provides much food for thought about the causes of and potential solutions to address incivility. So, what can you do to prevent and/or address uncivil classroom behaviors? You can establish boundaries, influence student behaviors, and promote civil learning environments. Some effective strategies could include:- the use of effective communication skills
- spelling out expectations in the syllabus
- defining appropriate conduct
- using mid-term teaching feedback
- establishing a collaborative learning environment
- using peer observations
- setting a good example
- reframing potential conflicts
- re-engaging students
- using the student grievance process
- using a back-to-basics faculty orientation.
You can also remain respectful and manage student behavior through effective communication (e.g., active listening), by using civil language, maintaining inclusive attitudes, teaching the language of disagreement, respectfully listening to students, and serving as a role model for respect and understanding. You can exercise fundamental interpersonal skills and work toward speaking with rather than speaking at students. Students who sense that faculty are genuinely trying to understand and honor their perspective are probably less likely to feel disregarded or belittled in front of their peers. During the first class you can review the contents of the syllabus to ensure that students understand course objectives, expectations, and evaluation criteria. A common concern among students pertains to faculty who arbitrarily and independently change course objectives and expectations. To promote appropriate classroom behavior, spell out behavior that is unacceptable in your classroom and stipulate guidelines in the syllabi. If you ignore important professional boundaries between yourself and students you can quickly lose the respect of students and contribute to student confusion about their role. http://www.ucalgary.ca/~iejll/volume5/morrissette.html#practical Remind your students of your expectations during the first few weeks of class. You can also: - Create a classroom civility policy with the students' help.
- Establish a method for students to air grievances. One way to help open communication channels is to ask for feedback on your teaching through a mid-semester evaluation. (Examples are available on the Center for Teaching Effectiveness web site: http://www.utexas.edu/academic/cte/getfeedback/).
If you don't address the uncivil behavior of a student, you could be interfering with other students' learning in the class. - Try talking with the student(s)before or after class. Be sure to document each incident. If the incident seems egregious enough in your own opinion, ask other students who witnessed the incident to write down what they saw on a piece of paper, sign it, and turn it into you.
Creating a positive classroom climate and communicating expectations will help reduce uncivil tendencies. But even with the best intentions, you will probably encounter students who just don’t get the message. The following information suggests proactive strategies and ones to employ if a behavior occurs.
Annoyances, minor disruptions: Prevention---Publish behavior expectations in your syllabus and on course web site. In a large class, have a designated area of the classroom near the door for late/early students to sit. In smaller classes, you could require notice in advance for any early departure. If it happens---Initially, refer to the problem behavior in general, rather than calling attention to specific offenders.
For persistent offenders, several options: (1) Pause and wait for students to become quiet; if necessary, look at students who are talking. (2) Ask them to see you after class. (3) Walk over close to where offense is occurring. (3) Ask a question of someone sitting next to talkers/sleepers/newspaper readers, moving the discussion to that part of the room. (4) Politely, not sarcastically, ask talkers to share with entire class. (5) Directly ask the student(s) to stop the behavior Dominating discussion: These students probably don’t see themselves as “uncivil.” Many are genuinely trying to help: they don't like silent 'gaps' during discussions, and they perceive they are helping you out by adding their comments. Prevention--- Use discussion-leading techniques that encourage more people to participate. You can also give discussion guidelines at the beginning of the term. If it happens---Thank the student for his/her comments and perhaps add that comments be 'held' so that other students can participate. You could also stop the discussion, ask the class to write briefly on the discussion topic, then call on people to share what they’ve written. Aggressive challenging of teacher: Prevention---Even faculty who do everything they can to create a positive classroom climate may find themselves faced with a student who has aggressive tendencies, is emotionally unstable, or for some other reason is constantly challenging the teacher. Sometimes students pick up on the insecurity of a newer teacher, and those with bullying tendencies are inclined to take advantage of him/her. You might want to try projecting your voice more,or move around the room. Being very organized and prepared also reduces students’ perceptions that you may be unsure of yourself. If it happens---Try to get at the underlying issue as it relates to the class. If it’s an individual issue (e.g., the student feels his test was graded incorrectly), ask him/her to see you after class. In any discussion outside of class, try to identify specific issues and stick with them. Try not to be defensive. Explain policies, grading, etc., but don’t get into a long defense. For grade challenges, require students to put their reasons in writing. This communicates that your decisions will be based on evidence, not emotion. If the behavior is serious or repeated: Discuss the problem with your department chair or another trusted colleague, and ask them to help you develop a plan for dealing with it. Keep a written record of dates and what happened, as well as any witnesses. This will be crucial if judicial action becomes necessary. Disputes between students; demeaning comments: If it happens---Remind students of classroom rules for respectful behavior. State very clearly that you will not tolerate demeaning comments, especially those based on race, gender, or sexual orientation. Previous: Contents Next: Readings
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