managing challenging classroom behaviour

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

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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 - PowerPoint PPT Presentation

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Page 1: Managing challenging classroom behaviour

Managing challenging classroom behaviour

Helen Charlwood and Helen Barefoot

People Development and The Learning and Teaching Institute

Page 2: Managing challenging classroom behaviour

Problematic behaviours

Page 3: Managing challenging classroom behaviour

Possible causesContingent 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

http://www.cmu.edu/teaching/designteach/teach/problemstudent.html#studentsituation

• the millennial generation – some sociologists point out that some

students seem to watch a lecture the same way they watch TV - multitasking

insurspective.com

Page 4: Managing challenging classroom behaviour

Possible causesStructural 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)

http://www.cmu.edu/teaching/designteach/teach/problemstudent.html#studentsituation

Instructor behaviour:1. The choice of motivators - much better to use

positive motivators (e.g., encouragement, praise) rather than negative motivators (e.g., fear, guilt, embarrassment)

2. 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

Page 5: Managing challenging classroom behaviour

Behaviour Modification

Cues

Behaviour

Pay-off

Page 6: Managing challenging classroom behaviour

Cycles of Response

Your trigger

What do you think?

What do you feel?

What do you

do?

What do they think?

What do they

feel?

What do they

do?

Reason?

What do you think?

What do you feel?

What do you

do?

What do they think?

What do they

feel?

What do they

do?

Cycle of Hostility

Cycle of Empathy

Page 7: Managing challenging classroom behaviour

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.

Page 8: Managing challenging classroom behaviour

The Graduate AttributesThe 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 promotes professional 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.

 

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 othersThe 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 responsibilityThe 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.

Page 9: Managing challenging classroom behaviour

The Graduate Attributes

Page 10: Managing challenging classroom behaviour

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

The Student Charter

Page 11: Managing challenging classroom behaviour

The Code of ConductAs a student we expect you to:i. 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;

ii. be punctual in your attendance and meet deadlines (persistent, unexplained, late arrival at, or early departure from, lectures seminars and practicals is not acceptable);

iii. 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);

iv. 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);

v. be responsible for the good behaviour of any guests that you invite to the University;

vi. be respectful and polite to fellow students, staff and others visiting or working on campus;

vii. recognise the cultural diversity of the University and take no action that might undermine the principles of cultural tolerance within our community.

Page 12: Managing challenging classroom behaviour

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.

Page 13: Managing challenging classroom behaviour

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:1. 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;

2. be punctual in your attendance and meet deadlines (persistent, unexplained, late arrival at, or early departure from, lectures seminars and practicals is not acceptable);

3. 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)

4. 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)

Page 14: Managing challenging classroom behaviour

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

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

Low level outside of classroom Low level in classroom

Remain calm Use silence and through eye contact identify disruptive behaviour

Ask them to moderate language Perhaps instigate a short break or new activity

Don’t take student’s remark personally Position yourself near source of disruption

Describe the behaviours and explain why its problematic

Use verbal intervention

Use ‘time out’ In a break speak with student(s) who is displaying inappropriate behaviourIf necessary inform student that you will be referring their name to the DoS

Page 16: Managing challenging classroom behaviour

Student misconduct or disruption• Threatening or potentially harmful behaviour

Critical level

Do not put yourself at risk by confronting the individual

Remove yourself and others from the presence of the individual

Call security 5555 - they will take the individual’s name and student number

Report the matter immediately to your HoS or line manager

Page 17: Managing challenging classroom behaviour

4 principles to reduce incivilities1. Define expectations at the outset

Page 18: Managing challenging classroom behaviour

2. Decrease anonymity

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3. Seek feedback from students

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4. Encourage active learning

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4 principles to reduce incivilities1. 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

2. Decrease anonymity– Learn and use names consistently– Engage students one-on-one

3. Seek feedback from students– Seek feedback to double-check student perceptions of you– Meet with class representatives periodically

4. 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

Page 22: Managing challenging classroom behaviour

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

Page 23: Managing challenging classroom behaviour

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

Page 24: Managing challenging classroom behaviour

Top 10 Tips for Classroom Discipline and Management1. It's Easier to Get Easier2. Fairness is a key3. Deal with Disruptions with as Little Interruption as Possible4. Avoid confrontations in front of students5. Stop Disruptions with a Little Humour6. Keep High Expectations in Your Class7. Overplan8. Be Consistent9. Make Rules Understandable10. Start Fresh Everyday

Melissa Kelly, About.com Guide