Teaching & Learning Resources at Camosun: Classroom management

(precipitating factors for students AND instructors)

Consider where this behaviour may be coming from, including internal, external, distant and recent factors: E.g.: Early trauma, cognitive abilities, conflict at home, conflict with classmates outside of class, low self esteem, didn’t get enough sleep or food, sick, bored, overwhelmed, lacking a needed skill, language barriers, different expectations from high school or other programs to the college environment, first generation college learner in family, physical barriers, strongly polarized opinions,...

Reflect on how YOU are showing up in class as the instructor. What might be some precipitating factors that impact your ability to engage effectively? It could be many of the same things as are going on for students! Check in with yourself, ensure you are look after your own needs so that you do not add to the problem by becoming one of the precipitating factors.  

Start by creating a positive learning environment with the 4 Cs: Clear, Consistent, Collaborative, Calm.

Strategies for prevention/early intervention:

• Invest in relationship (Show you care, know and use students names, reach out individually if a student is struggling, be human, approachable, dependable)
• Provide supportive structure (Create group agreements, have clear explicit expectations, model a culture of respect, flexible structures  such as due dates and ways of assessment; Where can they have control?)
• Create engaging, meaningful, active learning experiences (Avoid long stretches of lecturing, make connections to students own lives, give them authority and choice)
• Anticipate/Inform (Be ready when there is challenging content, stressful times of year; tell students about support services available, share policies - academic and non-academic misconduct, review expectations regularly)
• Create authentic assessments that support learning, and ensure they are in alignment with learning outcomes and teaching activities
• Set a positive tone and model behaviour you want to see
• Explicitly make the connection between professional skills and classroom behaviour
• Ask student to fill out confidential index card at beginning of class with info that will help you support their learning
• Regularly review and remind students of the classroom guidelines they helped to create
• Ensure you are using flexible and authentic assessment techniques
• Ensure all of your instructions are clear and concise, then double check for understanding
• Get feedback frequently throughout the term using informal classroom assessment techniques
• Use a parking lot for topics that don’t fit in your lesson
• Think, pair, share, to equalize student participation
• Print out PowerPoint slides so students can take notes and come prepared

Classroom agreements sample process: We are all responsible for creating and maintaining a good learning environment…

• Think/pair/share: What is the culture you want to help create in this class? What will help us all to do well and learn together? What can you be counted on for? What are you willing to commit to? How do you want to behave together when things get difficult? What ground rules would you like to create around conflict, and other group behaviours?
• Collate the key themes and create a simplified document to share back and review with class. Let them know that these guidelines apply to you as well, and that while we all might make mistakes, we will aim to hold each other accountable. Have students sign a copy to keep, post it in the class and on D2L. Refer to it periodically throughout the term (Metacognition exercise – how are you doing with these – what are you good at, what are you struggling with?). Talk about dialogue vs debate: open mind (curious), open heart (compassion) open will (brave). Discuss sharing the floor, how you will manage when content is challenging.

Challenging classroom behaviour is generally considered something that either interferes with the safety or learning of the student or other students.

Examples of challenging behaviour: Withdrawn behaviours (timid, sleepy, anxious, absenteeism, chronically late, lack of class participation, lack of participation in group work, social isolation…); Disruptive/ inappropriate behaviours (on phone, talking, interrupting, “railroading” the agenda, dominating conversation, off topic questions,  openly disrespecting teacher, demanding, grade grubbing, clashing of worldviews/opinions in difficult conversations on hot topics, refusing to follow instructions, coming and going from class, swearing, harassment, micro-aggressions, demeaning, getting in someone else’s space, “call out culture”, cheating…); Violent and/or unsafe behaviours (threatening self or other, hitting, yelling, bullying, …)  

balancing safe and brave spaces, balancing EDI policy trends with educational freedom…

In-the-moment responses:

• Recognize and reward positive behaviour
• Ignore/minimize minor problems, but don’t ignore disruptions
• “Touch and go”: Where minor reprimands are necessary, state them quickly and without disrupting the class
• Circulate and move closer to disruptive students
• Separate disruptive students
• Take a break, change things up
• Avoid confrontation
• Take a deep breath and try to remain calm
• Take a moment to compose yourself if need be
• Don’t humiliate
• When it's necessary to speak to a student about their behaviour, try to speak in private

Consequences to challenging behaviour, whether natural or logical,  include everything that happens after an event. A natural consequence might be that the learner experiences some social isolation from other students due to the behaviour. A Logical consequence might be being told to leave the class, or having campus security called in (depending on the severity). In order for consequences to have a positive impact ideally it provides valuable feedback for the learner that helps them to learn and grow. The most effective consequences are relevant, immediate, and incorporate constructive feedback.

Instructors need to be familiar with the college expectations on consequences related to breaching academic and/or nonacademic conduct policies. social isolation, leaving class to avoid stressful content, failing…)

Follow up

Make sure students are aware of the resources available to them (see below)