Dealing with Disruptive Student Behaviour - Practical Tips for University Teachers
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This presentation is designed to help university teachers deal with disruptive student behaviour in practical, effective ways, improving classroom management in higher education.
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This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
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The document discusses effective classroom behaviour management. It emphasizes the importance of consistency, having clear rules and routines, using positive reinforcement through rewards, and setting specific and measurable behaviour targets. Well-managed classrooms establish rules and consequences, plan lessons, build positive relationships, and make use of physical space. The teacher's own behaviour and presence are also crucial, through modeling positive interactions, movement around the classroom and school, and maintaining a calm demeanor.
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This document provides guidelines and strategies for maintaining discipline in the classroom. It recommends being realistic in expectations, structuring lessons clearly, and focusing on positive behavior. When issues arise, the document suggests ignoring minor problems, using humor, and addressing larger problems privately. It also provides examples of sanctions like timeouts, detentions, and involving parents or administrators for support when needed. The overall message is to establish clear rules and expectations while also treating students respectfully.
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This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
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This document discusses managing classroom behavior for graduate teaching assistants. It begins by outlining the session aims and defining uncivil behavior as anything that distracts from or disrupts classroom learning. Potential causes of uncivil behavior are explored, such as students finding classes boring or wanting to enhance their status. Basic coping strategies are presented, such as establishing ground rules, not ignoring disruptions, and not being confrontational. A 10 step approach is also outlined, including not taking misbehavior personally and listening to understand student perspectives. Experienced teaching staff then discuss further solutions with attendees.
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1. The document discusses classroom management strategies and techniques for dealing with disruptions and keeping students focused, organized, and productive.
2. It provides a list of common classroom management techniques and disruptions teachers may encounter.
3. Teachers are encouraged to establish clear rules and expectations for students, keep students engaged in classroom activities, accept reasonable excuses from students, and praise positive behavior to facilitate learning.
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CLASS ROOM MANAGEMENT :
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
Classroom Management Strategies
The document discusses strategies for effective classroom management, noting that there is a direct correlation between classroom management style and student academic achievement. It states that temporary "management" plans focusing on rules and punishments are not truly effective, and that good classroom management is not dependent on factors like experience or school environment. Effective classroom management requires addressing the underlying causes of issues rather than just the symptoms.
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This document summarizes the meeting dates, objectives, and activities of a group project on responding to disruptive student behavior. It includes:
1) A list of 12 meeting dates from September to December and January to plan the project.
2) Three objectives for chapter 8 on developing effective classroom management systems and responding to minor and major disruptive behaviors.
3) Details of activities conducted including interviews, surveys, data analysis, and a presentation. Meeting tasks are scheduled on a Gantt chart.
Informatica aplicada
La persona presenta sus datos personales como su nombre completo, edad de 21 años, sexo femenino, fecha de nacimiento el 8 de octubre de 1994, localidad de Coronel Oviedo, dirección de Ruta 2 José Félix Estigarribia km 129, y ciudad actual de Coronel Oviedo. Además, detalla haber asistido a la escuela primaria privada El Amanecer y al colegio secundario Maristas Champagnat.
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1. The document discusses classroom management strategies and techniques for dealing with disruptions and keeping students focused, organized, and productive.
2. It provides a list of common classroom management techniques and disruptions teachers may encounter.
3. Teachers are encouraged to establish clear rules and expectations for students, keep students engaged in classroom activities, accept reasonable excuses from students, and praise positive behavior to facilitate learning.
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The document provides guidance for teachers on how to support students with ADHD. It lists "dos" such as realizing students with ADHD have neurological reasons for poor performance, maintaining high expectations, and collaborating with parents and support staff. It also lists "don'ts" such as assuming laziness, neglecting to build parent relationships, and working alone without collaboration. The overall message is for teachers to provide structure, believe in students, make accommodations as needed, and seek assistance from colleagues and parents.
Choosing right teaching methods
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Classroom management
The document discusses various issues that may arise in classroom management and potential solutions for addressing them. It identifies 15 common conduct issues such as undermining the instructor's authority, sleeping in class, plagiarism, and disrespectful behavior. For each issue, it provides a suggested solution such as privately speaking with the student, setting clear policies, or looking for ways to positively engage uncooperative students. The overall message is that classroom management requires preventative strategies and practical solutions to potential problems in order to maintain an effective learning environment.
Classroom Management
Classroom management encompasses many factors related to arranging and teaching in the classroom. Effective classroom management requires managing student motivation, behavior, and the teaching materials and strategies. It is important for teachers to have control over time, behavior, the content, and relationships in the classroom. Proper classroom arrangement, clear teacher communication, and well-planned lessons are fundamental to achieving effective classroom management. A teacher must understand their various roles and how to adapt their teaching style based on the classroom context.
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The document discusses myths and facts about attention deficit hyperactivity disorder (ADHD), including that it is a real condition characterized by inattention, hyperactivity and impulsivity. It outlines the three subtypes of ADHD recognized by professionals and common signs and symptoms. The document also discusses possible causes of ADHD including genetics and environmental factors, as well as treatments including medication, behavioral therapy, social skills training and classroom accommodations.
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This document discusses strategies for improving student study habits and concentration. It recommends that students take effective notes to stay organized and retain important information. Note-taking helps with active listening and determining what the instructor emphasizes. The document also identifies external and internal distractions that can hinder concentration, such as noise, lighting issues, anxiety, and lack of motivation. It provides tips for managing distractions like choosing a quiet study space and sticking to a routine. Finally, it advises tutors to encourage active memorization techniques over passive studying and to help students use their time efficiently through smart study strategies.
Uow068340
The document provides a problem-solving strategy for teachers to address disruptive student behavior in the classroom. The strategy involves clearly describing the problem behavior, understanding the context and factors contributing to it, and selecting and evaluating responses. It advises teachers to objectively describe behaviors, consider when and why they occur, who is affected, and any risks, before determining how to respond in a constructive manner. The goal is to resolve issues and prevent escalation, while ensuring student and classroom safety.
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The document discusses effective classroom management strategies. It describes The Balance Model, which emphasizes having clear expectations for student behavior, acknowledging appropriate behavior, and correcting inappropriate behavior. The core elements of successful learning are setting clear rules, acknowledging when students follow rules, and promptly addressing rule-breaking. The document also outlines 10 classroom management skills teachers can use, such as establishing expectations, giving instructions, waiting before responding, acknowledging positive behavior, and redirecting students to learning.
Classroom management Arise roby
CLASS ROOM MANAGEMENT :
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
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The document discusses strategies for effective classroom management, noting that there is a direct correlation between classroom management style and student academic achievement. It states that temporary "management" plans focusing on rules and punishments are not truly effective, and that good classroom management is not dependent on factors like experience or school environment. Effective classroom management requires addressing the underlying causes of issues rather than just the symptoms.
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2) Three objectives for chapter 8 on developing effective classroom management systems and responding to minor and major disruptive behaviors.
3) Details of activities conducted including interviews, surveys, data analysis, and a presentation. Meeting tasks are scheduled on a Gantt chart.
Informatica aplicada
La persona presenta sus datos personales como su nombre completo, edad de 21 años, sexo femenino, fecha de nacimiento el 8 de octubre de 1994, localidad de Coronel Oviedo, dirección de Ruta 2 José Félix Estigarribia km 129, y ciudad actual de Coronel Oviedo. Además, detalla haber asistido a la escuela primaria privada El Amanecer y al colegio secundario Maristas Champagnat.
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Slideshare chap10 problem behaviors
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Syllabus
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Introduction to objective, scope and outcome the subject
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Dealing with Disruptive Student Behaviour - Practical Tips for University Teachers
- 1. Dealing with Disruptive Behaviour Practical hints and tips Dr Maxwell Addo and Dr Emma Kennedy
- 2. Pre-empting disruption Particular points to think about when planning Certain students Difficult parts of the lesson Health and safety issues The place – e.g. a large lecture hall, stuffy classroom The time – e.g. Friday at 5pm Ground rules Make available in advance Create in conjunction with students Is there a practical solution? Is there a support framework (eg DDS) to use? Ground rules or “just in case” plan Y Y Use it Use it Stay positive– don’t go in expecting the worst
- 3. Avoiding confrontation Confrontation Defensiveness Increased aggression Student feels trapped Winning becomes goal Can you shut the situation down and move on? Suggest the student talks to you one-on-one later. If a situation gets threatening, call security – don’t endanger yourself. Remind the students why they came to class – to learn Reassure students that you will listen to them – just at a more appropriate time. If there is low-level disruption use PPP – pause, peer and position You can ignore things – but be consistent across students in this.
- 4. Healthy confrontation (where needed) Focus on the behaviour, not the student Keep your voice and body language calm Repeat established limits (“broken record”) Don’t get into a back and forth exchange Make consequences clear and stick to them Limit time and energy – ask student to leave if necessary Direct appeal to student to stop behaviour can work – especially if you use humour and/or peer pressure
- 5. Take it out of class & Escalate •Invite others if you think it would help – personal tutor or module convenor Private meeting with the student/s involved •Refer to Advice and Counselling or DDS Do they need emotional or other support? •Who needs to know if a student is having trouble? Know the disciplinary procedures in your department Remember your rights You have the right not to be harassed, degraded or subject to discrimination. If this happens escalate to your manager. You should be able to have a student removed from your class if they subject you to harassment or discrimination.
- 6. Rebuilding and repairing the relationship Allow the student to explain themselves Always be prepared to apologise or admit you are in the wrong Ask the student if they are OK Show that you care, even if you can’t help Express sympathy regardless of the situation Forgive and forget; don’t hold a grudge Offer help to catch up/make up missed work
- 7. Four rules of classroom management Get them in Get them out Get on with it Get on with them
- 8. What would you do? Behaviour Correction strategies Consequences How to repair relationship?
- 9. Specific Learning Needs – ASD, AD(H)D May be more susceptible to distraction & less able to control evidence of distraction (e.g. chatting). May also struggle with taking turns when speaking. You may need to cut them off gently but firmly. Give instructions clearly and in concrete language Make rules clear & be consistent in enforcing them. Be willing to help where possible with auditory or visual distractions. Students who start to argue repetitively may be struggling. Don’t prolong it – suggest the conversation ends & they take a break if needed. Allow the student whatever s/he needs in order to participate – including breaks & sitting in a specific place. Good practice guides: http://www.autism-uni.org/