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Managing challenging classroom behaviour

Managing challenging classroom behaviour. Helen Charlwood and Helen Barefoot People Development and The Learning and Teaching Institute. Problematic behaviours. Possible causes. Contingent on individual student situations

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Managing challenging classroom behaviour

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  1. Managing challenging classroom behaviour Helen Charlwood and Helen Barefoot People Development and The Learning and Teaching Institute

  2. Problematic behaviours

  3. Possible causes Contingent on individual student situations • health problems, personal or family problems, adjustment or developmental issues (e.g., “immaturity” or self-esteem issues), or general academic difficulties. • Cultural or generational issues • students from other cultures might not understand implicit expectations for classroom behaviours • the millennial generation • some sociologists point out that some students seem to watch a lecture the same way they watch TV - multitasking insurspective.com http://www.cmu.edu/teaching/designteach/teach/problemstudent.html#studentsituation

  4. Possible causes Structural to the course • Some behaviours can be inadvertently facilitated by the instructor’s behaviour or the course structure. • Instructor’s age or teaching experience are not a significant determinant of incivilities. - Young/novice instructors experience the same average level of incivilities as older/experienced instructors. Boice (1998) Instructor behaviour: • The choice of motivators - much better to use positive motivators (e.g., encouragement, praise) rather than negative motivators (e.g., fear, guilt, embarrassment) • The number of “immediacy” behaviours (verbal and non-verbal signs of warmth and friendliness) • Other factors perceived worth of teaching, clarity and organization, and pacing http://www.cmu.edu/teaching/designteach/teach/problemstudent.html#studentsituation

  5. Behaviour Modification Cues Behaviour Pay-off

  6. Cycles of Response Cycle of Hostility Cycle of Empathy

  7. Our Aspirations and our Expectations B3 Create a culture of a learning partnership between students and between students and staff. D4 Ensure students, staff, and the University clearly understand each others’ roles, rights and responsibilities in the partnership. G4 Identify means by which successful partnerships between students and staff can be recognised, celebrated and rewarded.

  8. The Graduate Attributes Intellectual depth, breadth and adaptability The University encourages engagement in curricular, co-curricular and extracurricular activities that deepen and broaden knowledge and develop powers of analysis, application, synthesis, evaluation and criticality. Our graduates will be able to consider multiple perspectives as they apply intellectual rigour and innovative thinking to the practical and theoretical challenges they face. Respect for others The University promotes self-awareness, empathy, cultural awareness and mutual respect.  Our graduates will have respect for themselves and others and will be courteous, inclusive and able to work in a wide range of cultural settings. Social responsibility The University promotes the values of ethical behaviour, sustainability and personal contribution. Our graduates will understand how their actions can enhance the wellbeing of others and will be equipped to make a valuable contribution to society. The University of Hertfordshire Graduate Attributes The University is committed to providing a culturally enriched and research-informed educational experience that will transform the lives of its students. Our aspiration is for graduates who have developed the knowledge, skills and attributes to equip them for life in a complex and rapidly changing world. In addition to their subject expertise and proficiency, the University’s graduates will have the following attributes:Professionalism, employability and enterprise The University promotesprofessional integrity and provides opportunities to develop the skills of communication, independent and team working, problem solving, creativity, digital literacy, numeracy and self-management. Our graduates will be confident, act with integrity, set themselves high standards and have skills that are essential to their future lives. Learning and research skills The University fosters intellectual curiosity and provides opportunities to develop effective learning and research abilities. Our graduates will be equipped to seek knowledge and to continue learning throughout their lives.

  9. The Graduate Attributes

  10. The Student Charter The Student Charter • Our commitment to you • To provide you with a first rate education and do everything we can to make you highly employable • To work in partnership with all students and the Students’ Union, to help you get the most out of your university experience • To respect you, behave professionally, act collaboratively and be approachable • To listen and respond to your needs and actively seek your views on how we can continuously improve university life • To behave as ‘one community’ – made up not just of staff and students but local residents, businesses and community groups • To provide you with support for personal development – not just academic - so you get the most out of your experience • To provide flexible learning, using different technologies, to allow you to study in different ways and balance your other commitments to work and family • To be entrepreneurial in our approach and open to doing things differently

  11. The Code of Conduct As a student we expect you to: • commit to all elements of your programme of study, recognising that a full time course requires the equivalent of a minimum 40 hours per week study time; • be punctual in your attendance and meet deadlines (persistent, unexplained, late arrival at, or early departure from, lectures seminars and practicals is not acceptable); • be attentive in class (electronic devices other than those necessary for the session must be switched off for the entire period of the lecture, seminar or practical – in particular, using your mobile telephone or texting is not acceptable; any other form of behaviour which could reasonably be regarded as disruptive or offensive is not acceptable); • ensure that you do not behave in a disruptive manner either on or off campus (the University considers disruptive, inconsiderate or offensive behaviour to be a breach of discipline); • be responsible for the good behaviour of any guests that you invite to the University; • be respectful and polite to fellow students, staff and others visiting or working on campus; • recognise the cultural diversity of the University and take no action that might undermine the principles of cultural tolerance within our community.

  12. The University Community • We are a community. • We are bound together by shared aspirations and expectations. • We know the behaviours that undermine the wellbeing of our community. • We will act to ensure the continued wellbeing of our community. Aspirations must lead the way – not sanctions.

  13. Student Code of Conduct • Page 1 UPR. Page 37 Student A-Z - Clarifies the standard of behaviour that the University expects from students when they are at the University and when they go into the wider community As a student we expect you to: • commit to all elements of your programme of study, recognising that a full-time course requires the equivalent of a minimum 40 hours per week study time; • be punctual in your attendance and meet deadlines (persistent, unexplained, late arrival at, or early departure from, lectures seminars and practicals is not acceptable); • be attentive in class (electronic devices other than those necessary for the session must be switched off for the entire period of the lecture, seminar or practical – in particular, using your mobile telephone or texting is not acceptable; any other form of behaviour which could reasonably be regarded as disruptive or offensive is not acceptable) • ensure that you do not behave in a disruptive manner either on or off campus (the University considers disruptive, inconsiderate or offensive behaviour to be a breach of discipline)

  14. Implementing the University’s Code of Conduct • Guidance for staff • Promotes a safe and secure working environment • Modelling their expectations of their students • Respectfulness and politeness • Good time keeping • Sound preparation • Full engagement • Enthusiastic commitment

  15. Student misconduct or disruption • Staff member’s responsibility to intervene • Determine whether it is low-level or critical level

  16. Student misconduct or disruption • Threatening or potentially harmful behaviour

  17. 4 principles to reduce incivilities1. Define expectations at the outset

  18. 2. Decrease anonymity

  19. 3. Seek feedback from students

  20. 4. Encourage active learning

  21. 4 principles to reduce incivilities • Define expectations at the outset • Explicitly letting students know how you want them to behave in class • Define your policies on the syllabus including policy on cell-phone and laptop usage • Make good use of the first day of class • Allow student participation in setting ground rules • Decrease anonymity • Learn and use names consistently • Engage students one-on-one • Seek feedback from students • Seek feedback to double-check student perceptions of you • Meet with class representatives periodically • Encourage active learning • Students feel more responsible for coming to class, and coming prepared • pay more attention in class • feel more responsible for their own learning http://www.cmu.edu/teaching/designteach/teach/problemstudent.html#studentsituation

  22. School regulations? • Red and yellow card system • Laboratory rules – use health and safety guidelines/rules • 3 tokens • 10 past the hour rule – some disciplines don’t let students into class if they are late and insist that they wait for a break in the teaching

  23. Tips for general classroom management • Be definite • Be aware • Be calm and consistent • Give them structure • Be positive • Be interested • Be flexible • Be persistent Cowley, S. 2006. Getting the buggers to behave. Continuum International publishing Group. London

  24. Top 10 Tips for Classroom Discipline and Management 1. It's Easier to Get Easier 2. Fairness is a key 3. Deal with Disruptions with as Little Interruption as Possible 4. Avoid confrontations in front of students 5. Stop Disruptions with a Little Humour 6. Keep High Expectations in Your Class 7. Overplan 8. Be Consistent 9. Make Rules Understandable 10. Start Fresh Everyday Melissa Kelly, About.com Guide

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