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Effective Classroom Management Strategies for College Instructors

Gain insights on classroom management methods, learner engagement, feedback, and more to enhance student learning in college settings. Learn practical techniques to address disruptive behaviors and create a positive learning environment.

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Effective Classroom Management Strategies for College Instructors

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  1. Classroom Management Karen Bossen Teaching and Learning kbossen@asu.edu

  2. Learning Objectives Participants will be able to: • Define the purpose of the syllabus as a teaching tool for classroom management • Monitor student behaviors in the classroom for enhanced student learning • Respond appropriately to student behaviors in the classroom

  3. The issue “Although college faculty are typically well versed in their disciplines, in research methods and pedagogical writing, they frequently aren’t prepared in how to manage a classroom effectively.” • Dr. Peter M. Sanders, (2007) University of Oregon Center for Teaching and Learning

  4. You are not alone TAs are also ensconced in their discipline but have little training for classroom management yet are often called upon to teach.

  5. On-the-job-training • Classroom management skills that are required everyday are assumed to be learned on the job • Often baptism by fire

  6. Teaching as a reflective practice • Most college teachers learn on the job but it pays off only if they are reflective in their practice and get the resources they need to succeed • Habit is to teach as we were taught

  7. Strategies for classroom management • What every college instructor needs to know • Interacting with students • Providing feedback • Time management • Handling paperwork • Teaching with authority • Recognizing the impact of collateral learning

  8. Getting started on the right foot • Prepare • Set up Bb shell • Organize materials • Be aware of the learning outcomes • Are there any for the course? • Read the text-duh! • Write a syllabus • Use other course examples

  9. Set learner expectations-early/often • Develop a well-crafted syllabus • Explicit • Who, what , when, where, and how • Learner-centered • Outline students expectations and your own expectations • Learning outcomes • Targeted, specific and measurable

  10. Be consistent • Communicate expectations, early and often • Stick to your rules • Exceptions breed more exceptions • Plead fairness to others • Set parameters • Know university, college, and program policies

  11. Focus activities on learning outcomes • Strive for content mastery • Align course outcomes, learning activities (assignments), and assessment • Give students a road map • Why are we studying this? • How does it relate to other content? • What are the applications in the real world? • Stress relevance • Piece it together with them

  12. Create a safe environment • Tolerance for differing opinions and experiences • Openness for discussion • “No stupid questions” • Engagement of new ideas and thoughts • Set the stage for shared responsibility

  13. Emphasize time on task • Plan each class session • Lecture interrupted • Use classroom assessment techniques • Cooperative learning • Active learning • Accountability • Active student engagement

  14. Know student names • Seating charts • Student home pages • Table tents • Answering questions with name first • Engagement with students-get out from behind that podium!

  15. Be professional and friendly… • But NOT their friend • Set boundaries • Engage but not personally • Refer to pros • Caution with casual communication and contact outside the academic setting • Consider closeness in age

  16. Engage learners • Meaningful activities • Relevance • Application • Vary lecture styles • Change up class activities • Integrate technology appropriately • Laptops, cell phones, clickers

  17. Provide feedback • Early • Often • Formative & Summative • Using comment sections in Bb grade center • Announcements to the group • Individual emails • Promote self-reflection

  18. Show your enthusiasm • It’s contagious • Fake it ‘til you make it • Smile through gritted teeth • Dress the part • Act like you know what you are doing • Look like you know what you are doing • …but you aren’t perfect • Admit mistakes and have a plan

  19. What happens when things go wrong • Don’t assume civility • Students must become aware of their shared responsibilities in the learning process • Define it for your classroom • Put a civility statement in your syllabus • When incivility occurs deal with it quickly

  20. Let’s solve some classroom management dilemmas What would you do?

  21. Case 1: The Sharpshooter Allison is usually a bit aggressive in her comments in class. One day she interrupts you by saying that this is all irrelevant to her. What’s your response?

  22. Possible outcomes of thesharpshooter If you ignore the student it will most likely recur If you explore the question with the class you will most likely lose valuable teaching time If you offer relevant connections you might reengage the student You could ask the student to discuss this individual issue with you after class

  23. Case 2: Hostility Brad is at best disinterested in your class. Many days you sense he is making snide comments under her breath to others. Today, he is obviously very irritated when she comes to class. You make your usual beginning class comments. He snatches up his books and stomps out. What’s your response?

  24. Possible outcomes-hostility If you call after him, you are giving him the attention she wanted If you belittle him in front of the class, the others will wonder who will be next Ignoring his exit may be best given the task at hand Consider re-engaging the student one-on-one by email, or during office hours to determine root issue

  25. Case 3: Inappropriate Comments Students regularly engage in active learning in your classroom. Today Dana gives an opinion an Eric replies, “That’s a stupid, ignorant remark.” What’s your response?

  26. Possible outcomes-inappropriate comments Taking sides will set up an adversarial situation Teachable moment is one of value and respect of alternate opinions You could ask the student to reframe the comment in a way that supports alternative viewpoints

  27. Case 4: Student Behavior David is always outgoing and happy with his peers in your class. He has very little interaction with you as a faculty member. If you call on him he answers questions. Lately you notice he is less on task and you have noticed the smell of alcohol on a couple of occasions. He seems different. What are your obligations?

  28. Possible outcomes-student behavior If the student is not disruptive and is making progress in class, you may not want to open a discussion with him However, if the opportunity arises you might inquire how things are going for him and see if there is a need for referral Referral if needed to ASU Student Affairs

  29. Case 5: Threatening Behavior Gary appears angry and disgruntled in most every class. You have overhead him mention “getting back at her”. What should you do?

  30. Outcomes for threatening behavior ASU policy is clear about this. You have an obligation to report this incident to Student Affairs and if more urgently needed the campus/Tempe police. Protect yourself and your students

  31. Resources • College, Department policies • ASU Student Affairs • http://www.asu.edu/studentaffairs/

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