Crowd Control: Promoting Civility in the Classroom Barbara A. Frey, D.Ed.

Today’s Agenda Define classroom civility and examples Recognize reasons for the increase in incivility Examine strategies to prevent incivilities Develop intervention strategies to address and document incivility

What is civility? Civic responsibility Politeness or courtesy What is incivility? Any action that interferes with the classroom learning environment

Is this incivility? Eating a breakfast sandwich? Arriving late or leaving early? Interrupting to make a comment or ask a question? A ringing cell phone? Sleeping? Dominating class discussion? Putting books away before the end of class?

Why the increase? Life is stressful and demanding General exposure to rudeness and violence Some perceive colleges as impersonal College wants to retain students Some perceive students as consumers Large courses breed anonymity Required courses breed disinterest

What is the faculty role? Build respect Create a positive learning environment Generate an atmosphere of trust Keep appointments and office hours Talk to students before and after class Provide students with quality feedback Demonstrate enthusiasm for subject and course

Preventing Incivility Day 1: Set Ground Rules State your expectations and grading policy on the first day of class List class rules in your syllabus –Submit assignments on time –Turn off cell phones and pagers Consider asking students to establish rules of behavior –List disruptive behaviors that annoy other students in the class

Preventing Incivility Nonverbal Cues Stand in front of the class; move around the room with confidence Write agenda on the board Start and stop on time Wear professional dress Model dignity and formality Be responsive to student questions Learn names

Preventing Incivility Instructional Plan Prepare a structured class session Consider student attention spans and add variety in content delivery Incorporate active learning into classes Provide quality feedback; consider grading rubrics Administer a midterm teaching evaluation Refer to your experience and research to establish credibility Practice platform skills

Intervention Strategies 1.Verbally inform student of disruption ASAP - In or after class In private office meeting 2.Get advice and video tape class 3.Document everything 4.Involve witnesses 5.Communicate with department chair or dean

Intervention Strategies Verbally Inform Respond promptly to disruptive behavior Avoid personalizing student remarks or behaviors Respond non-defensively and calmly Practice conflict resolution skills Consider appointing a team of students to handle complaints and grievances Take steps to repair strained relationships

Intervention Strategies Conflict Resolution “Sarah, It seems like you’re very disappointed and upset about your grade, especially because you studied long hours and felt well prepared beforehand. It also sounds like you feel that I’m being insensitive and not understanding the points that you made in this essay question.”

Intervention Strategies Conflict Resolution “Jason, I’m concerned about whether you’re getting anything out of my class. I’ve noticed that you frequently talk to people who sit near you. I’m worried that other students find your conversations distracting. Since I want to make sure that class is a positive learning experience for you and all my students, it is important that we talk about this.”

Intervention Strategies Document Everything What is/was the behavior? What is/was the situation? Who is/was involved or affected? Ask witnesses to document their perspective. How do you feel about the behavior? What did you do? Did it work? Recognize that others may read these documents and notes Be factual and objective –NO: John was aggressive. –YES: John kicked the chair.

Informal Resolution (student+faculty) –Faculty member discusses misconduct with student; tries to resolve issue at informal stage. –If infraction not resolved, it goes to formal procedures

F ormal Resolution (student + faculty + dean) 1.Faculty member reports the charge 2.Dean reviews the charge(s) -Dismiss charge(s) -Impose a sanction -Refer issue to Judicial Hearing Board 3.Student has the right to appeal

Important Numbers Campus Police/Security – Counseling Center –

Case Studies Professor Cho: student-to-student Dr. Stewart: student-to-instructor Dr. Cohen: student-to-instructor

Questions? Barbara Frey