Making YOUR Lectures Great Again Effective Classroom Management

1. Making YOUR Lectures Great Again Effective Classroom Management Professor Craig Jackson PhD  MSc  CPsychol  AFBPsS Professor of Occupational Health Psychology Acting Head of the School of Social Sciences Birmingham City University

2. Aims & Outcomes • Aims • Why the lecture should be a spectacle worth getting out of bed for. • Techniques for dealing with a wide variety of disruptions. • Finding out what you are afraid of. • Tips on what not to do in class. • Cases, cases, cases. • Outcomes • You will have more confidence dealing with noise and disruption in YOUR lectures. • You will run better classes. • Students will be happier. • You’ll feel great about yourself.

3. Brief Lecturing History • Staff education in NHS (1995 - 1997) clinicians • University sector 1997  • Qualified professionals • medics, nurses, military, radiographers, • pilots, SLTs, accountants, police, paramedics • Students • medics, nurses, psychology, SLTs, law, criminology, healthcare • Laity • cruise ships of grumpy pensioners

4. A Simple Truth • Not every lecturer is a good lecturer • If you believe PowerPoint is enough for students, you’re wrong • Students do have favourites / students do dislike poor lecturers* • Students vote with their feet. Attendance is a huge clue. Ignore it at your peril • Students deal with consequences (of non-attendance) later • The lecturer and lecture have to be worth getting out of bed for • * look at Mid Module Evaluations

5. Less of this

6. Movement, Poise & Position • It is YOUR lecture. You OWN it. Nobody else will make it a success for you. • Own the space – lights, acoustics, furniture, people • Move things around to suit you • Move around • Be dynamic when needed • Be still when required • Project your voice. Why rely on amplification?

7. Looking and Hearing • Lecturing is a visual performance to some extent • Fourth wall • Showmanship • Make it clear • Reithian Principles: Information • Education • Entertainment • Students can forgive many things if the lecturer is enthusiastic and passionate

8. A Priori Position • Academic staff should be supported by senior management when demonstrating Effective Classroom Management (ECM) • Staff should not be victimised when demonstrating ECM for the benefit of the class • Maintaining the optimum learning environment is a key priority • If staff are fair and reasonable in application of ECM there should be no problem • Any student concerns dealt with informally by Programme Lead, or Head of Dept • If not resolved (95% are) the student should be sent to Head of School • If not resolved, the student should then go to Associate Dean

9. Effective Classroom Management • ECM is not ECM is • Discriminatory Unbiased • Vindictive Fair • Prejudicial Reasonable • Humiliation Discreet • Punishment Practical • Ego-driven Pro student

10. When to Remove a Student from Class #1 • Give any disruptor a chance • Let them know you’ve seen them • Smile, wink, hush (be subtle and non-confrontational) • If persists, make it clear it is their only warning • Make it clear they will be removed if they disrupt again • When asked to leave, stop the lecture • Lecture will not start until disrupter leaves

11. When to Remove a Student from Class #2 • Use silence if disrupter not responding • Make it clear it is for everyone else’s benefit • If disrupter isn’t leaving, use “crowd power” • If disrupter refuses to leave, state either they do or you do • Walk out if must • Once they’ve left, don’t joke or be cruel in their absence • Apologise on their behalf to the class • Follow it up via email if possible

12. Some Case Examples “WWJD” When students keep taking “Security Scare” Who are the military students “Get Down” When students won’t sit “Drunken inquisitor” One too many over lunch “Fake Name” Student gives a false name Students at fault? Lecturer at fault? Could lecturer handle it differently? Should students complain?

13. Common Flashpoints – Disagreeing & Derailing • Minority of students raise points / views that are unpopular / controversial • Often cite personal experience to justify • Lecturer balances allowing speech & debate with preventing problems • Often used by students to amuse selves when lecturer not coping • Acting out inter-student rows • YOU are in control. • Nobody will criticise you for trying to do what you think is best in the lecture

14. Common Flashpoints – Mobile Phones • Why fight the presence? • Many use them for notes / following lecturer • Recording lectures • Use silence if distracted • Give warning if persistent

15. Common Flashpoints – Chitter Chatter • Deal with it • Don’t ignore it • Students hate it • Students hate it not being dealt with • Do not shy away from confronting it • A quiet word / reminder with students at break can work wonders

16. Common Flashpoints - Late Comers • Sometimes people are unavoidably late - Be reasonable • Persistent lateness must be dealt with • Be firm • Depends on room geography / layout • Get students into habit of waiting outside lectures if late • (letting in latecomers together, after 10 mins)

17. Common Flashpoints – The Register • It’s got to be done • Try not to forget it • Use it after breaks • Make it a responsibility of trusted students

18. Common Flashpoints - Food & Drink • Water bottles in noughties • Coffee in 2010s • Is there a reason why not? • Lecturer eating & drinking?

19. Effective Classroom Management Summary • It is YOUR lecture and YOUR responsibility - Don’t settle for less • Students are the best critics – learn from them • Lecturing is a skill that can be learned • Inventory of your own skills and learn from others • Students rely on you to sort out classroom issues • Management will support your ECM • Learning & Teaching quality observations will be more important in future

20. When mass killers do not fit the “profile” • Stephen Paddock • 64 yrs • 546 injured • 58 killed • No motive apparent • Within first 36hrs Finished! Slides at: health.bcu.ac.uk/craigjackson Professor Craig Jackson  PhD  MSc  CPsycholAFBPsS Professor of Occupational Health Psychology Acting Head of the School of Social Sciences Birmingham City University