These slides are an overview of how we can provide safe, respectful and productive classrooms both online and face to face. Through scenarios, Ann talks about a range of student behaviours that can disrupt learning in classrooms, and focus on developing strategies and scripts that will address these issues.
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
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.
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
Editor's Notes
Hand RaisingHave 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 CommentsSet 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-upIf 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 signalsUse 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 SpeakIn 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".
ListsIf 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.
GradingAdd 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.