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Promoting Civility in our Classrooms  G.I.F.T.S. Conference  NHMCCD April 28, 2006
Objectives <ul><li>Participants will define civility and incivility. </li></ul><ul><li>Participants will explore their per...
Consider <ul><li>Civil students  … </li></ul><ul><li>Civil instructors … </li></ul><ul><li>Uncivil students … </li></ul><u...
What is incivility? <ul><li>Any action that interferes with a harmonious, cooperative learning atmosphere in the classroom...
Origins of Incivility <ul><li>Psychological factors </li></ul><ul><li>Need to express power over another </li></ul><ul><li...
Why Address Incivility? <ul><li>Ethical duty </li></ul><ul><li>Personal protection </li></ul>
Who is Responsible? <ul><li>Classroom Climate  </li></ul><ul><li>Classroom = social environment </li></ul><ul><li>Must be ...
Interaction & Learning <ul><li>Student peers influence classroom norms </li></ul><ul><li>Supportive classroom  -    parti...
Rapport & Incivility <ul><li>Lowman’s typology </li></ul><ul><li>Low rapport -> cold, distant, controlling </li></ul><ul><...
Disruption <ul><li>Student perception of their treatment by instructor and other students </li></ul><ul><li>Sense of secur...
What is Uncivil Behavior? <ul><li>As perceived by… </li></ul><ul><li>Students and instructors </li></ul><ul><li>Instructor...
Students & Instructors <ul><li>Converse loudly enough to distract the class’ attention </li></ul><ul><li>Make loud, sarcas...
Instructors <ul><li>Do not participate or express interest </li></ul><ul><li>Come to class unprepared </li></ul><ul><li>De...
Students <ul><li>Present fast-paced lectures with little interaction </li></ul><ul><li>Seem cold, distant, uncaring, make ...
Create a Positive Environment <ul><li>Define expectations </li></ul><ul><li>Reduce student anonymity </li></ul><ul><li>See...
Categories of Uncivil Behavior <ul><li>Annoyances </li></ul><ul><li>Classroom terrorism </li></ul><ul><li>Intimidation </l...
Responding to Incivility <ul><li>Category 1 - annoyances </li></ul><ul><li>Ask student to stop </li></ul><ul><li>Examine y...
Responding to Incivility <ul><li>Category 2 - classroom terrorism </li></ul><ul><li>Stay calm </li></ul><ul><li>Ask studen...
Responding to Incivility <ul><li>Category 3 - emotional blackmail </li></ul><ul><li>Stay calm, analytical </li></ul><ul><l...
Responding to Incivility <ul><li>Category 4 - violent threats or actions </li></ul><ul><li>Stay calm, don’t show reaction ...
Strategies - Proactive  <ul><li>Set the tone for mutual responsibility </li></ul><ul><li>Create a safe climate  </li></ul>...
Document Incivility <ul><li>Document each instance </li></ul><ul><li>Analytical, factual, free of judgment </li></ul><ul><...
Checklist - handout <ul><li>Describe problem clearly </li></ul><ul><li>Understanding the reasons for the behavior </li></u...
Thank you <ul><li>Please complete the evaluation of this session. Your feedback is important. </li></ul>
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Promoting Civility in Our Classrooms

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  • Transcript of "Promoting Civility in Our Classrooms "

    1. 1. Promoting Civility in our Classrooms G.I.F.T.S. Conference NHMCCD April 28, 2006
    2. 2. Objectives <ul><li>Participants will define civility and incivility. </li></ul><ul><li>Participants will explore their perceptions of civility. </li></ul><ul><li>Participants will understand causes and reasons for student incivility. </li></ul><ul><li>Participants will learn strategies to foster civility. </li></ul>
    3. 3. Consider <ul><li>Civil students … </li></ul><ul><li>Civil instructors … </li></ul><ul><li>Uncivil students … </li></ul><ul><li>Uncivil instructors… </li></ul><ul><li>Civility is the responsibility of … </li></ul>
    4. 4. What is incivility? <ul><li>Any action that interferes with a harmonious, cooperative learning atmosphere in the classroom </li></ul><ul><li>Feldmann, 2001 </li></ul><ul><li>Disruptive behavior is rebellious, emotional, escalating </li></ul><ul><li>Hernandez & Fister, 2001 </li></ul>
    5. 5. Origins of Incivility <ul><li>Psychological factors </li></ul><ul><li>Need to express power over another </li></ul><ul><li>Need for verbal release due to frustra-tion over unresolved situation </li></ul><ul><li>Need to obtain something of value </li></ul><ul><li>Feldman, 2001 </li></ul>
    6. 6. Why Address Incivility? <ul><li>Ethical duty </li></ul><ul><li>Personal protection </li></ul>
    7. 7. Who is Responsible? <ul><li>Classroom Climate </li></ul><ul><li>Classroom = social environment </li></ul><ul><li>Must be safe & coercion free </li></ul>
    8. 8. Interaction & Learning <ul><li>Student peers influence classroom norms </li></ul><ul><li>Supportive classroom -  participation </li></ul><ul><li>Student participation - intellectual skill development </li></ul><ul><li>High incidences of incivilities affect student perception of own development </li></ul>
    9. 9. Rapport & Incivility <ul><li>Lowman’s typology </li></ul><ul><li>Low rapport -> cold, distant, controlling </li></ul><ul><li>Instructor -> little interest in students, sarcastic, disdainful </li></ul><ul><li>Students -> low motivation to learn, significant anxiety, anger </li></ul>
    10. 10. Disruption <ul><li>Student perception of their treatment by instructor and other students </li></ul><ul><li>Sense of security </li></ul><ul><li>Perception of classroom as comfort zone </li></ul><ul><li>Quality of interpersonal rapport </li></ul>
    11. 11. What is Uncivil Behavior? <ul><li>As perceived by… </li></ul><ul><li>Students and instructors </li></ul><ul><li>Instructors </li></ul><ul><li>Students </li></ul>
    12. 12. Students & Instructors <ul><li>Converse loudly enough to distract the class’ attention </li></ul><ul><li>Make loud, sarcastic remarks or expressions of discontent </li></ul><ul><li>Make unpredictable or emotional outbursts </li></ul><ul><li>Lloyd Feldmann, Purdue University </li></ul>
    13. 13. Instructors <ul><li>Do not participate or express interest </li></ul><ul><li>Come to class unprepared </li></ul><ul><li>Demand extended deadlines, makeups </li></ul><ul><li>Disruptively arrive late or leave early </li></ul>
    14. 14. Students <ul><li>Present fast-paced lectures with little interaction </li></ul><ul><li>Seem cold, distant, uncaring, make negative remarks </li></ul><ul><li>Surprise them with unexpected test items and grades </li></ul><ul><li>Arrive late, cancel class w/o warning </li></ul><ul><li>Allow students to taunt, belittle others </li></ul>
    15. 15. Create a Positive Environment <ul><li>Define expectations </li></ul><ul><li>Reduce student anonymity </li></ul><ul><li>Seek feedback from students </li></ul><ul><li>Encourage active learning </li></ul><ul><li>Sorcinelli, 1994 </li></ul>
    16. 16. Categories of Uncivil Behavior <ul><li>Annoyances </li></ul><ul><li>Classroom terrorism </li></ul><ul><li>Intimidation </li></ul><ul><li>Physical threats </li></ul>
    17. 17. Responding to Incivility <ul><li>Category 1 - annoyances </li></ul><ul><li>Ask student to stop </li></ul><ul><li>Examine your lesson delivery </li></ul><ul><ul><li>Boice study = instructors frequently were initiators </li></ul></ul><ul><ul><li>Ask for observation </li></ul></ul><ul><ul><li>Videotape class </li></ul></ul>
    18. 18. Responding to Incivility <ul><li>Category 2 - classroom terrorism </li></ul><ul><li>Stay calm </li></ul><ul><li>Ask student to stop </li></ul><ul><li>Discuss action privately </li></ul><ul><li>Ask student to leave </li></ul><ul><li>Dismiss class </li></ul>
    19. 19. Responding to Incivility <ul><li>Category 3 - emotional blackmail </li></ul><ul><li>Stay calm, analytical </li></ul><ul><li>Discuss privately </li></ul><ul><li>Discuss factors that generate action </li></ul><ul><li>Do not allow escalation </li></ul>
    20. 20. Responding to Incivility <ul><li>Category 4 - violent threats or actions </li></ul><ul><li>Stay calm, don’t show reaction </li></ul><ul><li>Get away from situation, student </li></ul><ul><li>Classroom - break, another instructor, police </li></ul><ul><li>Office - another person, door open </li></ul>
    21. 21. Strategies - Proactive <ul><li>Set the tone for mutual responsibility </li></ul><ul><li>Create a safe climate </li></ul><ul><li>Establish expectations </li></ul><ul><li>Express immediacy with prosocial motivators </li></ul><ul><li>Use administrative measures </li></ul><ul><li>Do not allow unacceptable behavior, comments to pass </li></ul>
    22. 22. Document Incivility <ul><li>Document each instance </li></ul><ul><li>Analytical, factual, free of judgment </li></ul><ul><li>Write immediately after incident </li></ul><ul><li>Make chair aware </li></ul>
    23. 23. Checklist - handout <ul><li>Describe problem clearly </li></ul><ul><li>Understanding the reasons for the behavior </li></ul><ul><li>Modifying instructor and student behavior </li></ul><ul><li>General characteristics </li></ul>
    24. 24. Thank you <ul><li>Please complete the evaluation of this session. Your feedback is important. </li></ul>
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