CLASSROOM MANAGEMENT

Elective TA workshop – TA1221.5 hours

Lucia YeungOtis Lam

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with permission ©

Disruptive Behaviors

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break yourconcentration

interferes with other students’ learning

students

TA

classrooms

Discussion

As a student, what are some disruptive behaviors have you experienced/observed?

Why do you think there are such disruptive behaviors in the classroom?

WHAT IS THIS WORKSHOP ABOUT?

Strategies for preventing and handlingthe disruptive behaviors

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INTENDED LEARNING OUTCOMESBy the end of this workshop, you are

expected to be able to…

Explain how to PREVENT disruptive classroom behaviors by managing relationships with and expectations of students.

Explain how to HANDLE common disruptive behaviors in classroom

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HandlePrevent

Classroom Management

8 specific disruptive behaviors

Managing relationships &

expectations

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•Approachability and Authority

Reasons for disruptive behaviors?

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Boring/ Tiredness

Different Expectations

Relationships with students

•Setting ground rules & modeling desired behaviors

•TA123 - Techniques for Interactive Teaching

AuthoritativeApproachable

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http://stayviolation.typepad.com/chucknewton/images/2007/08/03/authoritarian.gif

You are in special place

http://redstateeclectic.typepad.com/.a/6a00d83452719d69e20120a55e5b8d970b-pi

Friendliness

Authority

AuthoritativeApproachable

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http://stayviolation.typepad.com/chucknewton/images/2007/08/03/authoritarian.gif

Cooperative EfficientA sense of support

Take advantage of you Disengaged

Which is better?

Give approachable impression Give authoritative impression• Assume a relaxed posture• Speak more softly• Dress down slightly• Call by first name• Relate to your student’sbackground• Chat casually with students before and after class• smile whenever appropriate• …

• Stand up, walk around• Deepen your voice slightly• Dress up slightly• Call by last name• Relate to your research background • …

Adjusting Approachability & Authority

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Prevent

•Approachability and Authority

•Setting ground rules &Modeling desired behaviors

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Discussion

What do you think these strategies involve? Do you have any experiences of these preventive strategies?

Setting ground rules Modeling desired behaviors

SETTING GROUND RULES

What can’t you tolerate in this course ? (consider the past experience of the course,

cultural difference and course policy)

Examples of items: Attendance /Punctuality Class participation Missed assignment deadlines Grading Preferred communication e.g. email

address, office hours. 14

SETTING GROUND RULESExplain

e.g. disruptive behaviors annoy other students in the class (reiterate this when you handle the disruptions)

Toneuse appropriate behaviors e.g. ‘expected to hand in assignments on time’ rather than ‘penalized for late assignments’.

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MODELING CORRECT BEHAVIORSe.g. Be punctual Return assignments on time Be available in office hours Turn off cell phones

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Is this about beinga role model?

Strategies for preventing and handlingthe disruptive behaviors

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•Approachability and Authority

Different Expectations

Relationships with students

•Setting ground rules & modeling desired behaviors

Common Disruptive Behaviors

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http://www.landers.co.uk/Images/Bad%20Student%20cartoon.jpg

Talking in class Showing general disrespect/ poor manners

toward instructors and other studentsDoing own things

(e.g. browsing web pages, playing NDS/PSP)Wasting class time

(e.g. unprepared, asking repeated questions, asking for details on the previous class)

Cheating and plagiarismMissing assignment deadlinesPacking up early Attending class irregularly Arrive late and leave early 20

What do you think are the top 3 Common Disruptive Behaviors at UST?

COMMON DISRUPTIVE CLASSROOM BEHAVIORSTalking in class – 1st

Attending class irregularly – 2nd

Doing own things – 3rd

(e.g. browsing web pages, playing NDS/PSP)

Showing general disrespect/ poor manners toward instructors and other students

Wasting class time (e.g. unprepared, asking repeated questions, asking for details on the previous class)

Cheating and plagiarismMissing assignment deadlinesPacking up early Arrive late and leave early

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Handling common disruptive behaviors

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HANDLING COMMON DISRUPTIVE BEHAVIORS

1. Talking in class2. Doing own things (e.g playing NDS,

browsing internet)3. Attending class irregularly4. Cheating5. Showing general disrespect6. Asking for extensions and missing

assignment deadlines7. Wasting time e.g. asking repeated

questions8. Arriving late, leaving early

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Group Discussion

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Talking in Class

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http://picture-book.com/files/userimages/347u/jin8.jpg

Doing Own Things

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Attending Class Irregularly

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Talking in Class

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Doing Own Things

Attending Class Irregularly

Talking in Class

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http://picture-book.com/files/userimages/347u/jin8.jpg

(1) TALKING IN CLASS

A long, dramatic pause

Dramatic stare at the talker

Say something“you should really pay attention to this

because it will be on the test”

Talk with the students after class

AVOID: Direct intervention & Public embarrassment30

Doing Own Things

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Call on those students to answer questions

Break students into group, discuss a topic, go around to see what he/she is doing during group discussion

Ask those students to do their own things after class (with respect)

(2) DOING OWN THINGS

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http://www.englishtap.org/etlw/images/buttons/listen.jpg

Attending Class Irregularly

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(3) ATTENDING CLASS IRREGULARLY

Increase student participation Base part of the course grades on

attendance/ discussion

Take attendance (counting towards course grades or not)

Give frequent quizzes

Cover materials different from the readings

Use cooperative learning group activities34

Cheating

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http://heleniee.files.wordpress.com/2008/12/cheating2.jpg

(4) CHEATING

Familiar yourself with the university and course policy

(Academic Integrity at HKUST)

Communicate the definition of cheating ahead of time

Be assertive36

(4) CHEATING (CONT’)

Provide a supportive environment - students can succeed without cheating

Use tutorials or office hours to discuss difficulties

Provide feedback to student’s work, make them feel more confident.

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Wasting Time

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http://1.bp.blogspot.com/_fKux43-_yfs/SnoXXhQKiVI/AAAAAAAADVs/b-4f8FgHD3Y/s320/OUT-TO-LUNCH.jpg

(5) WASTING TIMEEncourage them to speak with you

after class to clarify questions

Encourage students to email their questions to you

Shift the attention away from the disruptive student to the class by asking the class for the answers

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Showing General Disrespect

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http://www.beingastepparent.co.uk/images/18852.jpg

(6) SHOWING GENERAL DISRESPECTMake your expectation of good

classroom conduct clear at the beginning (resources from VPAAO)

Talk to the offender privately after class

If emotional problem, best refer the student to the counselors in SAO

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Asking for Extension/Missing Assignment

Deadlines

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(7) ASKING FOR EXTENSIONS/ MISSING ASSIGNMENT DEADLINES

State clearly the penalties for late submissionExamine each request and excuse

case by case, inform your instructorIf the problem is habitual, talk to

the student privately about consequences

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Arriving Late/Leaving Early

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http://www.arlington.k12.ma.us/Ottoson/main/images/lateStudent.gif

(8) ARRIVING LATE/ LEAVING EARLY

Be clear about your expectation of appropriate behaviors at the beginning

Count attendance towards course grade.

Make up an area for late-comers and early-leavers

Conduct important class activities at the beginning and the end of the class

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MORE TIPS…

Don’t take things personalNever lose your temperAvoid publicly embarrassing students.

This can be humiliating.Start with a positive statement

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Discussion

Share one insight that you got from this workshop.

How can you apply it in your future teaching?

SUMMARYClassroom ManagementTo maintain a learning environment

despite interruptions.

PreventingAdjust your relationship with students:

- approachable v.s. authoritativeSet up the ground rules at the beginning

and then, model the desired behaviors. 48

HandlingHandle disruptions calmly. Don’t lose

your temper. Classroom is difficult. If you can’t handle

it well, don’t be frustrated & get help from your course instructor or us.

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ADDITIONAL RESOURCESSolving a Teaching Problem

Eberly Center for Teaching Excellence, Carnegie Mellon (http://www.cmu.edu/teaching/solveproblem/index.html)

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REFERENCES Linda B. Nilson (1998). Teaching at its best. A

research-based resource for college instructors.Vanderbilt University. Anker Publishing Company, Inc. Bolton.

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