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Managing difficult behaviours in the classroom 10 minutes
- 1. Ann Wilson Academic Developer Learning and Teaching at Navitas
- 2. How can we provide safe, respectful and productive classrooms both online and face to face?
- 3. A range of difficult behaviours Silence – in online discussion boards, and face to face classrooms Dominating – talking/dominating classroom discussions, or posting overlong messages online Disrupting/interrupting – in face to face classes, having the side conversation, and online perhaps posting off topic Disrespectful – for example, turning up late, doing other work (Facebook?) Not doing the work – pre reading? Preparation?
- 4. Can we categorise these behaviours? Irritating to just you? Or the rest of the class Is it institutional? such as the timetable, the ways in which students have to move from room to room Is it environmental such as poor room layout, inability of students to hear at the back, uncomfortable seating Is it about the level of work? Is it about student causes? such as lack of interest, external issues
- 5. Rising scale Pre empt or anticipate Avoid Proximity Confront Take it out Escalate
- 6. Some ideas: Pre empt if you know, for instance, that your class is the last of a long day, make allowance for students being tired; Consider a code of conduct Manage the input – model and reward good behaviour Source: https://adept.qmul.ac.uk/?resource=dealing-with-disruptive- behaviour-in-the-classroom
- 7. Some ideas: Avoid Don’t let the disruptive student be disruptive – give them a specific task, Don’t be drawn into debate; Managing the students – focus on engagement and motivation
- 8. Some ideas: Proximity Students are less likely to be disruptive the nearer you are to them. Try sitting beside the noisy students in a seminar, for instance Online equivalent would be to pay close attention to posts
- 9. Some ideas: Confront Where it is unavoidable, confront behaviour carefully and quickly. If people at the back are chatting, don’t ask ‘what’s going on back there?’, ask ‘Is everyone at the back able to hear me OK?’
- 10. Some ideas: Take it out Consider taking a student aside outside a class to ask if they are OK, rather than addressing it in a classroom Online you might have a side discussion with particular students
- 11. Some ideas: Escalate If you have a regularly troublesome group, consider asking for advice in your team, or going to the Course Tutor.
- 12. Teachers advice https://www.youtube.com/watch?v=QqFABbNbN2Q Always assume good will Redirect disruptive behaviour Be consistent Source: Oxford, EAP programme
- 13. Teachers advice https://www.youtube.com/watch?v=BDAEBMFycIk Emotional and personal connection You don’t just teach content Inspiring teacher Consistency
- 14. This is the second time you have met this class, you have planned to have a general discussion around the main issues involved. You briefly summarise the reading and then ask the class an opening question. No one responds. What do you do?
- 15. Bolek was a very confident and slightly older student. In the first class he made it clear that he had a lot of experience, now in the second class he is dominating the discussion, sitting at the front of the class and talking long and loudly. Online he posts overlong messages thus effectively silencing other students.
- 16. You have noticed that a group of students at the back of the classroom are talking together. Online they post off topic. What can you do?
- 17. A student consistently turns up late for your class and sits at the back doing things on their computer, not paying attention. What could you do?
- 18. You have asked the class to prepare some work prior to this session, but a group of students do not prepare. What can you do?
- 19. Next steps Have you any questions? Are you interested in some resources? Have you thought of some new strategies that you might try? Would you like to continue this discussion? Contact: Ann.wilson@navitas.com
Notes de l'éditeur
- Hand Raising Have the students raise their hands to be called on before making their comments on the matter. Defer calling on the dominating student until other students have had a chance to speak Ordered Comments Set a pattern for the way students answer questions. If you are working with a small group have the students sit in a semi-circle and ask for opinions working from left to right or vice-versa . If the group is large gather opinions by working down an alphabetized list. Clever Follow-up If the dominating student provides a point that has already been stated let them know and encourage them to keep the discussion flowing from different angles. This will require them to put more thought into their ideas. When the student becomes very forceful, say something like this: “That is a very interesting view. Does anyone else have thoughts on this matter? Can we reach a consensus?” Do not offer your opinion until others have had the opportunity to voice theirs. If no one else makes a suggestion, offer a differing point of view to encourage discussion. Non-verbal signals Use a hand gesture as a cue for the dominating student to calm down. Often these gestures can be a gentle reminder that the student should not dominate the discussion. For instance, if someone else is speaking or about to speak, you may lift your index finger to gesture one minutes and say, “please give me a minutes to hear this opinion, then we will visit yours.” Plain Speak In some cases, you may need to speak with the dominating student outside of the discussion. One strategy is to discuss with them the need to bring out the viewpoints of other students and ask for their help in getting other students to participate more. This approach can help re-focus their energy from dominating the discussion and toward helping others participate. If the dominating student tries to cut off other people talking to get their input in be sure to say something along the lines of "Let’s let (name of student talking) finish their idea/statement and I will call on you next to put in your input". Lists If the dominating student thinks they have just too many ideas to not let others speak, encourage them to write their ideas down so that once others have had the chance to speak, they may present their ideas. Grading Add a section to the grading rubric titled class discussion. The subcategories may consist of : Contributing to the discussions Letting others voice their opinion Respecting other's opinions The content/relativeness of the comments.