Managing Classroom Behaviour

1. Managing Classroom Behaviour Dr. Gosha Zywno Dr. Maureen Reed Dr. Diana Brecher

2. Day-to-Day Classroom Management

3. Day-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?"

4. 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

5. 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

6. 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

7. 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

8. Consider the class contract • A collaboration between the students and you

9. 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?

10. Tips for disruption When a student is disruptive • Move 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 you • Respond 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 theory • Acknowledge 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

11. 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

12. 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?

13. I do not like my grade!! • Grades are based on merit • Don’t take it personally • Consider marking errors • Say no, politely

14. STEPS WHEN YOU ENCOUNTER CONCERNING BEHAVIOUR Distressed Disruptive Disturbing Potential threats Threats and violence

15. Distressing Behaviour Behavioural changes • Repeated absences from class • Missed assignments or appointments • Repeated requests for special accommodation (e.g., extensions on assignments) • Themes in creative works which reflect despair, hopelessness, isolation • Disorganized or erratic performance • Direct statements indicating a personal or family problem Physical changes: • Unkempt appearance, with a lack of personal hygiene • Appearance of excessive fatigue, lack of sleep • Indications of substance abuse (e.g., smelling of alcohol or marijuana)

16. 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, helplessness • Giving away prized possessions • Self-injurious behaviours (e.g., cutting) • Poor impulse control • Any written note, artwork, or verbal statement which has a sense of finality or references to suicide or death

17. 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

18. Strategies for Responding to Students in Distress Do • Be patient, give the student the opportunity to talk • Let the student know you are listening via your verbal and non-verbal responses • Set aside your biases • Be non-judgmental • Determine what the student needs from you Don't • Minimize the student's feelings • Express disapproval of the student's thoughts or feelings • Ask "Why" questions • Be defensive or personalize what the student is saying

19. 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’

20. Counselling 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)

21. Assessment 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

22. Student Code of Non-Academic Conduct • Administered by the Student Conduct Officer, (ext. 2741) • Services offered by the Student Conduct Office • Consultation • Intervention • Deals with non-academic concerns only

23. A 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

24. Disruptive 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

25. Disruptive 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

26. Disturbing 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

27. Disturbing 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

28. Disturbing 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

29. Threatening 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

30. Threatening behaviour: What to do Call Security ext. 5040 Then: Notify Chair Document concerns, issues and the steps you took

31. Required response by type of behaviour 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)

32. Required response by type of behaviour Disturbing: Report disturbing behaviour to Security and to the Student Conduct Officer Threatening: Report threatening behaviour to Security

33. 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?

34. 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?