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Classroom Incivilities

Classroom Incivilities. Teaching Community Luncheon April 15, 2009. Classroom Incivility. Actions that occur in the context of the course which undermine a supportive environment for learning Teachers and students generate it

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Classroom Incivilities

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  1. Classroom Incivilities Teaching Community Luncheon April 15, 2009

  2. Classroom Incivility • Actions that occur in the context of the course which undermine a supportive environment for learning • Teachers and students generate it • Research from Robert Boice’s work on classroom incivility, published in his Advice for New Faculty Members

  3. Top 3 Classroom Incivilities(reported by faculty and students in Boice studies) • Students talking so loudly that they keep other students from hearing • Students making disapproving sounds and remarks (from audible groans and sighs to calling out uninvited critiques) • Students “terrorizing” the class with intimidation or unpredictable outbursts

  4. Faculty’s 4-6 Rankings(from Boice studies) 4.Students’ lack of interest 5.Students’ demanding attitudes for make-up work or special accommodations 6. Students’ late arrivals or early departures

  5. Students’ 4-7 Ranking(from Boice studies) 4. Faculty perceived as uncaring 5. Faculty who give pop quizzes (without a policy for doing so) 6. Faculty’s late arrivals or cancellations without notice 7. Student bullying, without faculty intervention

  6. Classroom Incivilities in ISTBlack items have been reported in the past yearTeal items have not been reportedBlue items have been reported in IST but not in Boice’s research (late 1990’s) • Students’ talk keeping other students from hearing • Students making disapproving sounds and remarks • Students “terrorizing” class (intimidation or outbursts) • Students’ lack of interest • Students’ demanding attitudes (accommodations) • Students’ late arrivals or early departures • Faculty perceived as uncaring • Faculty who give pop quizzes (without a policy) • Faculty’s late arrivals or cancellations without notice • Student bullying, without faculty intervention • Students using computers for activities unrelated to class

  7. Example #1: Email to Students From:Student A Subject:where you guys at To:STUDENTS I'm in the business library but I can't find you guys. Did we change the meeting time? My phone number is nnn-nnn-nnnn. If you guys could give me some of your numbers so we can improve communication that'd be great. If your still here call me and let me know where you are. From:Student A Subject:oops To:STUDENTS Just sent my number to the whole class by accident. Don't be assholes.

  8. Example #2: Email to Students and Instructor From:Student B Subject:Competency of Teachers To:STUDENTS and INSTRUCTOR I would like to know if the advice of TI's should be taken, if: 1. It is incorrect and 2. Points will be marked off and not given back because of thier incorrect help. … This is unfair. … Your policies stink.

  9. Example #3: Faculty-Student Interaction in Class Faculty: Please use gender-neutral language when writing your group reports. Student: Where I come from, I was taught in English class that the proper format is to use “he,” unless you are talking about a girl. Faculty: Please consult one of the writing style manuals listed for use in this course. The manuals outline appropriate uses of pronouns. Student: You’re a feminist #$*&!@^.

  10. Example #4: Student Ringleader Faculty: Let’s review answers to the quiz. What did you have for #1? Students: [various responses] Faculty: The correct answer is D. Why? Student 1: Because it’s the book’s definition. Student 2: My notes say the definition is C! Faculty: Who can explain? Student 3: In the notes, we discussed why, theoretically, it could be C or D, but the clear answer was D. Student 2: You misled us! Faculty: Read the passage in the book, and you will understand. Student 2: This is ridiculous. You don’t know how to make a test. Students: [from back] Yeah! Faculty: If you would like to argue the point, please see me after class. Student 2: This is insane! Faculty: We can talk after class.

  11. Example #5: Student’s Off-Remarks in Class View Video: “Let’s talk about violence in the media” http://studentaffairs.psu.edu/caps/wsb/vignette_c.html

  12. What does research tell us? • Students watch for faculty members’ classroom incivilities (“distancing”) in the first few days of class • Faculty “distance” in the first week (perceived as uncaring) breeds student incivilities • Incivilities (both on part of faculty and students) left unchecked breed more severe student incivilities throughout the semester • On the other hand, non-verbal “immediacies” (friendly postures, movement, eye-contact, closeness/proximity) encourage students’ attention and notetaking

  13. Patterns to Classroom Incivility(from Boice research) Day 1: Students give benefit of doubt Day 2: Students look for faculty incivility Day 3: Students begin to exhibit student incivilities Week 2: • If faculty show immediacies and address incivilities, student incivility dies down. • If faculty exhibit distance and do not address incivilities, student incivility rises. Turning points: Student incivility rises before and after exams and project due dates (regardless of whether the instructor addressed incivilities at the beginning of the semester)

  14. Addressing Classroom Incivilitieson the First Day • Prepare a statement on your syllabus to address classroom incivilities • What is the definition? • What do you consider incivilities? • What are your policies about incivilities? • Explain to students why you adopted these policies • To benefit learning? • To express the norms you want to establish? • To communicate your responses to CI, based on your personal perspective and/or cultural background? • Address incivilities from a perspective of creating a supportive learning environment, not from a perspective of policing the classroom

  15. Guidelines for HandlingMinor Classroom Incivilities • Consider the scene • do not elevate situations in public • but do not let situations go unnoticed in public • handle public acknowledgements evenly and discretely, giving benefit of the doubt • Follow up outside class/not on class email • Handle in person, rather than over email

  16. Guidelines for Handling Escalating Classroom Incivilities • Diffuse the incident • Acknowledge feelings (e.g., “You sound frustrated”) • Request to handle situation outside of class • Speak with student outside of class • Bring concern to PIC, if no resolution with student • Collaborate with other offices, if necessary • Academic Advising • Counseling and Psychological Services (CAPs) • Office of Judicial Affairs • Follow Judicial Affairs procedures, if necessary: http://www.sa.psu.edu/ja/pdf/JAProcedures.pdf

  17. Resources for Handling Severe Classroom Incivilities Emergency: 911 Campus Police: 863-1111 Counseling & Psychological Services (CAPS): 863-0395 Community Crisis Line: 1-800-643-5432

  18. References Strategies for Dealing with Troublesome Behaviors: http://www.ntlf.com/html/pi/9710/strat.htm How to Avoid and What to Do when Incivility Occurs: http://ic.ucsc.edu/CTE/teaching/tips-civility.html Boice, Robert. (2000). Moderate classroom incivilities. Advice for New Faculty Members, 81-98. Needham Heights, MA: Allyn & Bacon.

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