Managing Classroom BehaviourManaging Classroom Behaviour

Dr. Gosha Zywno

Dr. Maureen Reed

Dr. Diana Brecher

Day-to-Day Classroom Management

Day-to-Day Classroom ManagementDay-to-Day Classroom Management

1. From the top

2. First class

3. The Chatterers, lap top users, challengers, texters, etc.-disruptive students

4. The Class Monopolizer

5. "I got a B+ but I need an A-. Can you raise my mark?"

A few tricks from best practice

Anticipate the problems Devise solutions to these problems before

they happen Incorporate your solutions into your everyday

practice In general don’t take student behaviour

personally Stay calm

From the Top: Course Design

Disruptive or inappropriate behaviour is often due to disengagement

Problem behaviours decrease when students are engaged through cases, discussion, demonstrations, and frequent assessment

Add multiple means of presenting material into your class-be sure at some points in the class the students are active

The first day of class

Establish a ritual that indicates you are about to start Greet your students and pause until they attend

Project your voice and when students comment or ask questions repeat the comments and questions

Set your expectations for class and consider the class contract

Display your enthusiasm for material and let them know that you care about their success

Let them know what they will learn in your class

Starting your lecture

Always start on time and ask them politely arrive on time

End your lecture at the end of the assigned time

Remind students of rules for class behaviour Have an activity early in the lecture Vary your presentations style Ask students if they understand

Consider the class contract

A collaboration between the students and you

Tips for Disruption

Plan your responses to common problems in advance

What if:

You are lecturing and there is a great deal of chatter from the students. This seems to be disrupting student learning. What do you do?

Tips for disruption

When a student is disruptiveMove closer, make eye contact, ask if they have a question, speak to the disruptive student after class, indicate that their success is important, etc.When a student challenges youRespond honestly, be calm, do not get caught up in an argument, tell the student to visit you after class, document everything. When a student does not accept a theoryAcknowledge that there is a diversity of opinion, suggest that the student research their own theory, help the student to understand that knowing and believing in a theory are different concepts

The Class Monopolizer

Don’t shut the student down-he/she are a fan Ask politely for other opinion Work to integrate the student into the group Keep discussion on topic Provide activities that necessitate other

student participation

What if?

You have handed back a test. A student raises her hand and says she disagrees with your grade. You tell her to visit you after class. She continues to loudly complain, saying you are disrespectful of her concerns and your test was poorly designed. What do you do?

I do not like my grade!!

Grades are based on merit Don’t take it personally Consider marking errors Say no, politely

Distressed

Disruptive

Disturbing

Potential threats

Threats and violence

STEPS WHEN YOU ENCOUNTER CONCERNING BEHAVIOUR

Distressing Behaviour

Behavioural changes

Repeated absences from classMissed assignments or appointmentsRepeated requests for special accommodation (e.g., extensions on assignments) Themes in creative works which reflect despair, hopelessness, isolation Disorganized or erratic performanceDirect statements indicating a personal or family problem

Physical changes:

Unkempt appearance, with a lack of personal hygiene Appearance of excessive fatigue, lack of sleepIndications of substance abuse (e.g., smelling of alcohol or marijuana)

Distressing Behaviour

Personality changes:

Sudden change in attitude (e.g., withdrawal, becoming unusually quiet, exhibiting times of unprovoked anger or hostility)Anxiety (panic attacks)Ongoing expressions of sadness or tearfulness (depression)

Behaviours suggesting risk to self:

Appearing depressed or withdrawn Expressions of despair, hopelessness, helplessnessGiving away prized possessionsSelf-injurious behaviours (e.g., cutting)Poor impulse controlAny written note, artwork, or verbal statement which has a sense of finality or references to suicide or death

Strategies for Responding to Students in Distress

Make Contact:

Talk with the student Stay calm and express your concern Listen carefully Take the student seriously Use supportive communication

Strategies for Responding to Students in Distress

Do

Be patient, give the student the opportunity to talkLet the student know you are listening via your verbal and non-verbal responsesSet aside your biasesBe non-judgmentalDetermine what the student needs from you

Don't

Minimize the student's feelingsExpress disapproval of the student's thoughts or feelings Ask "Why" questions Be defensive or personalize what the student is saying

Strategies for Responding to Students in Distress

Be Aware of Your Own Limitations

Consult with one of the counsellors at the CSDC 416-979-5195

Don’t take on too much responsibility and don’t deal with a crisis alone

What to say

‘You seem to be fairly upset about this and I think that you could use some help in sorting out these issues. I am concerned about you and I would like you to consider talking with one of the counsellors at the Counselling Centre’

Counselling resources & guidesCounselling resources & guides

Knowing when to refer a student to the Access Centre, Counselling Centre and/or Medical Centre

Distinguishing between depression & grief symptoms

How to support a student with panic attacks Crisis intervention resource kit Web links to crisis resources (informational

brochures and emergency telephone numbers)

Assessment of Behavioural Risk TeamAssessment of Behavioural Risk Team

Student Conduct Officer Clinical psychologist and a forensic psychologist from

Counselling Centre Director, (physician) from Ryerson Medical Centre Security and Emergency Services Discrimination & Harassment Prevention Office Access Centre Manager Housing Manager Director, Academic Initiatives and Secretary of Senate (virtual) Legal counsel (virtual) consulting psychiatrist

Student Code of Non-Academic Student Code of Non-Academic ConductConduct

Administered by the Student Conduct Officer, (ext. 2741)

Services offered by the Student Conduct Office– Consultation– Intervention– Deals with non-academic concerns only

A note about safetyA note about safety

Your safety and the safety of your coworkers comes first. If a line gets crossed by a member with threats, abusive or hostile actions, call Security X5040 and inform your supervisor when it is safe to do so

Listen to concerns, but the minute it gets personal, ask a colleague to help…or better yet, to take over

Disruptive behavioursDisruptive behaviours

Monopolizing discussions or frequently taking over meetings

Yelling and/or refusing to leave an office upon request

Making hostile remarks to a staff member, a fellow student or to an instructor (in person or in writing)

Persistent and/or disturbing phone calls or e-mails that hamper your ability to continue your work

Disruptive behaviour: What to doDisruptive behaviour: What to do

Single instance of minor disruption (e.g., loud socializing in the hallways): remind the student of expectations

Single instance of serious disruption or ongoing minor concerns: contact the Student Conduct Officer (ext. 2741)

Consult your Chair

Disturbing behavioursDisturbing behaviours

Community members fearing a student Fascination with acts of violence and/or

weapons Feelings of persecution, expressed

distrust, especially with those in authority

Frequent interpersonal conflicts and/or displays of unwarranted anger

Disturbing behavioursDisturbing behaviours

Marked inability to take criticism of academic or work performance

Sabotaging projects, computer programs or equipment

Holding a grudge against a specific person, verbalizing a hope that something negative will happen to him/her

Disturbing behaviour: What to doDisturbing behaviour: What to do

Call Security ext. 5040 Notify Student Conduct Officer ext. 2741

Then: Notify Chair Document concerns, issues and the steps

you took

Threatening behavioursThreatening behaviours

Direct or implied threats of violence Challenges to fight/shoving Physical attacks Stalking or other acts of harassment Threatening phone calls, emails or other

correspondence Any encounters with a student that make

you fear for your personal safety

Threatening behaviour: What to doThreatening behaviour: What to do

Call Security ext. 5040

Then: Notify Chair Document concerns, issues and the

steps you took 

Required response by type of Required response by type of behaviourbehaviour

Distress: Refer students in distress to the appropriate resource (e.g., Counselling Centre, Medical Centre, Access Centre)

Disruptive: Respond to disruptive behaviour (e.g., outline expectations)

Required response by type Required response by type of behaviourof behaviour

Disturbing: Report disturbing behaviour to Security and to the Student Conduct Officer

Threatening: Report threatening behaviour to Security

What would you do if

You have a very age diverse group of students in your class. When you try to reach the 17 year olds, the older students (30 years plus) complain, but when you teach to the older students the younger ones seem not to learn. What do you do?

What if

You have a student was at the beginning of the year very enthusiastic, but in the last three weeks the student sleeps in class, refuses to participate, and occasionally walks out. What do you do?