classroom management strategies
In “Good Teaching as Vulnerable Teaching” (The Teaching Professor, December 2012), Rob Dornsife of Creighton University invites us to embrace the uncertainties teachers encounter. The article prompted me to invite colleagues also to embrace being strict when the conditions warrant it.
The first day of class is critical. What happens on the first day, even in the first moments, sets the tone for the entire course. The impression you make will last the entire semester, and today’s students are not shy about sharing their opinions. Most students will make up their minds about the course and the instructor during that first class period.
For quite some time now I’ve been interested in a widely held set of assumptions faculty make about the need to assert control at the beginning of a course. The argument goes something like this: When a course starts, the teacher needs to set the rules and clearly establish who’s in charge. If the course goes well, meaning students abide by the rules and do not challenge the teacher’s authority, then the teacher can gradually ease up and be a bit looser about the rules. The rationale behind this approach rests on the assumption that if a teacher loses control of a class, it is very hard to regain the upper hand. In these cases, student behaviors have compromised the climate for learning so seriously that the teacher has an ethical responsibility to intervene and reassert control.
It’s the first day of class. They shuffle in, spot similar life-forms, and slip in with that group. Hipsters sporting wild hair and tats, buttoned-up and serious young scholars, middle-aged moms and dads, maybe a couple of aging hippies. One or two sad souls choose spots isolated from the others; they don’t want to identify with them for reasons of insecurity, arrogance, or something else.
Losing control of the classroom can be one of the most frustrating and intimidating experiences for both new and experienced teachers. Losing control can happen in several different ways. The most common would be where the class is distracted. This could be from a situation outside the classroom such as noisy conversation in the hall, or from an event elsewhere that students find out about, such as a rumor of the football coach getting fired. Losing control can also happen within the classroom, such as when one student monopolizes the discussion, or where there is a general lack of interest in the lecture, and many students are obviously not paying attention. Here are nine possible ways to regain students’ attention.
From so-called jokes to flat-out harassment, bullying takes many forms, but none of them is acceptable in higher education. At the conclusion of this program you will be ready to address teasing and bullying in your classroom by implementing these five key approaches.
As if teaching isn’t hard enough, now you have to deal with the added stress that the growing tide of incivility brings to the classroom. This online video seminar gives you the tools you need to take control of your classroom without judging, alienating, or demonizing students.
video Online Seminar • Recorded on Thursday, May 10th, 2012
Complaints about incivility in the classroom are not new, but most faculty believe incivility is on the rise. Couple that with our litigious society, and it’s no wonder that one of the most important skills faculty need today is classroom management.
One of the key issues facing every faculty member these days is classroom management—maintaining appropriate discipline without alienating students or compromising the course. Would you like to get better at handling discipline problems, or preventing them altogether? What about avoiding liability issues?
audio Online Seminar • Recorded on Tuesday, December 6th, 2011
Difficult students are a potential problem for every faculty member. This is why it’s important to learn ways to deal with inappropriate or disruptive student behavior. In an email interview with The Teaching Professor, Brian Van Brunt, director of the Counseling and Testing at Western Kentucky University, and Perry Francis, professor of counseling at Eastern Michigan University, addressed some of the key issues involving these types of students.