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Managing difficult behaviours in the classroom 10 minutes

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These slides are an overview of how we can provide safe, respectful and productive classrooms both online and face to face. Through scenarios, Ann talks about a range of student behaviours that can disrupt learning in classrooms, and focus on developing strategies and scripts that will address these issues.

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Managing difficult behaviours in the classroom 10 minutes

  1. 1. Ann Wilson Academic Developer Learning and Teaching at Navitas
  2. 2. How can we provide safe, respectful and productive classrooms both online and face to face?
  3. 3. A range of difficult behaviours  Silence – in online discussion boards, and face to face classrooms  Dominating – talking/dominating classroom discussions, or posting overlong messages online  Disrupting/interrupting – in face to face classes, having the side conversation, and online perhaps posting off topic  Disrespectful – for example, turning up late, doing other work (Facebook?)  Not doing the work – pre reading? Preparation?
  4. 4. Can we categorise these behaviours?  Irritating to just you? Or the rest of the class  Is it institutional? such as the timetable, the ways in which students have to move from room to room  Is it environmental such as poor room layout, inability of students to hear at the back, uncomfortable seating  Is it about the level of work?  Is it about student causes? such as lack of interest, external issues
  5. 5. Rising scale Pre empt or anticipate Avoid Proximity Confront Take it out Escalate
  6. 6. Some ideas: Pre empt  if you know, for instance, that your class is the last of a long day, make allowance for students being tired;  Consider a code of conduct  Manage the input – model and reward good behaviour  Source: https://adept.qmul.ac.uk/?resource=dealing-with-disruptive- behaviour-in-the-classroom
  7. 7. Some ideas: Avoid  Don’t let the disruptive student be disruptive – give them a specific task,  Don’t be drawn into debate;  Managing the students – focus on engagement and motivation
  8. 8. Some ideas: Proximity  Students are less likely to be disruptive the nearer you are to them. Try sitting beside the noisy students in a seminar, for instance  Online equivalent would be to pay close attention to posts
  9. 9. Some ideas: Confront  Where it is unavoidable, confront behaviour carefully and quickly. If people at the back are chatting, don’t ask ‘what’s going on back there?’, ask ‘Is everyone at the back able to hear me OK?’
  10. 10. Some ideas: Take it out  Consider taking a student aside outside a class to ask if they are OK, rather than addressing it in a classroom  Online you might have a side discussion with particular students
  11. 11. Some ideas: Escalate  If you have a regularly troublesome group, consider asking for advice in your team, or going to the Course Tutor.
  12. 12. Teachers advice  https://www.youtube.com/watch?v=QqFABbNbN2Q  Always assume good will  Redirect disruptive behaviour  Be consistent  Source: Oxford, EAP programme
  13. 13. Teachers advice  https://www.youtube.com/watch?v=BDAEBMFycIk  Emotional and personal connection  You don’t just teach content  Inspiring teacher  Consistency
  14. 14. This is the second time you have met this class, you have planned to have a general discussion around the main issues involved. You briefly summarise the reading and then ask the class an opening question. No one responds. What do you do?
  15. 15. Bolek was a very confident and slightly older student. In the first class he made it clear that he had a lot of experience, now in the second class he is dominating the discussion, sitting at the front of the class and talking long and loudly. Online he posts overlong messages thus effectively silencing other students.
  16. 16. You have noticed that a group of students at the back of the classroom are talking together. Online they post off topic. What can you do?
  17. 17. A student consistently turns up late for your class and sits at the back doing things on their computer, not paying attention. What could you do?
  18. 18. You have asked the class to prepare some work prior to this session, but a group of students do not prepare. What can you do?
  19. 19. Next steps  Have you any questions?  Are you interested in some resources?  Have you thought of some new strategies that you might try?  Would you like to continue this discussion?  Contact: Ann.wilson@navitas.com

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