Classroom Management - ORHEP

Centre for Educational Development
ORHEP Project
ORHEP Project

Classroom
Management
Dr Sean Walton
Centre for Educational
Development
www.orhep.brad.ac.uk

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ORHEP Project

Learning outcomes
• After this session you will be able to:
• Define what makes a good interactive group
session.
• Recognise the features of interactive
sessions that make them pedagogically
valuable.
• Design interactive sessions for large groups
using a variety of established techniques.
• Use effective practice to minimise disruptive
behaviour in large group settings.

ORHEP Project

Behaviour Management
• What kind of disruptive behaviour have
you encountered in your teaching
sessions?
• What do you think is the cause of this
behaviour?
• What methods have you used to deal with
this behaviour? www.orhep.brad.ac.uk
• Did those methods work? Why/why not?

ORHEP Project

Why use interactive methods in
your teaching?
• Have you used interactive methods with your
teaching before? If so, which ones?
• Which interactive methods have worked well for
you before with large groups? Or, what kind of
interactive methods do you think will work well?
• What difficulties might arise in trying to use
interactive methods with large groups?
• Why should we seek to introduce interactivity into
our teaching?


ORHEP Project

Benefits of interactive large group
teaching
• Learners experience greater motivation to
learn.
• Greater occurrence of achieving learning
outcomes.
• Encourages „deep‟ learning.
• Helps reduce disruptive behavior.
• More enjoyable way to teach.

ORHEP Project

Interactive sessions: some context
• Five factors for effective learning:
• Learning by doing (practice, trail and error).
• Feedback on progress and understanding.
• Time to digest the content of the learning.
• Wanting to learn (intrinsic motivation).
• Needing to learn (extrinsic motivation).
(Race, 2005)


ORHEP Project

Further context: emerging findings
• Two further conditions for effective
learning:
– The chance to teach others.
– The chance to assess yourself and others.



ORHEP Project

Extrinsic motivation (Needing to
Learn)
• Probably the easier of the two forms of motivation to
develop.
• Seeing the point of learning.
• Seeing the reward that will follow such learning.
• Reason why the topic is being studied.
• How does the topic fit into the module/course.
• How will the topic be useful in your students‟ future
studies/career? www.orhep.brad.ac.uk
• Knowing how the topic of a session links to the
assessment.

ORHEP Project

Intrinsic Motivation (Wanting to
Learn)
“However resourceful, dynamic, imaginative or just
simply great you are in the classroom or lecture
theatre, you are not the sole or perhaps even the most
important influence on the learning and motivation of
learners”
(Mortiboys, 2010)
“The elements which enable deep learning must be built
into the design of the course. If they are not, individual
teachers, however creative they may be, will always be
struggling to overcome the structural limitations of the
course”
(Toohey, 1999)

ORHEP Project

Factors to consider to encourage
intrinsic motivation
• The quality of material in the curriculum:
– Focus on depth rather than breadth.
• The quality and frequency of feedback available to learners:
– How is the learner assisted by feedback and how does it
encourage them to act on it?
• Assessment tasks:
– Try to design tasks that emphasise understanding over recall.
• Choice:
– Bear in mind methods of learning, the content, and the nature of
assessment. (Mortiboys, 2010)


ORHEP Project

Links between intrinsic and
extrinsic motivation
“Extrinsic factors must be increased first, something that is likely
to go against the common sense beliefs of most teachers
whose strategy is usually to attempt to motivate unmotivated
students by making the subject more interesting for them.”
(Elton, 1996)
So, “Any intrinsic motivation that learners have to study will be
affected by the presence or absence of clarity about the
assessment requirements”
(Mortiboys, 2010).
• What are the assessment criteria?
• What do these criteria mean?
• How will the criteria be applied?


ORHEP Project

Deep learning
• Intrinsic motivation is relatively easy to spot, but
difficult to develop. Intrinsic motivation is often
associated with a „deep‟ learning approach.
• Relating ideas to previous knowledge and
experience.
• Looking for patterns and underlying principles.
• Checking evidence and relating it to conclusions.
• Examining logic and argument cautiously and
critically. www.orhep.brad.ac.uk
• Becoming actively interested in the course
content. (Marton, 1997)

ORHEP Project

Surface learning (little intrinsic
motivation)
• Studying without reflecting on either purpose
or strategy.
• Treating the course as unrelated bits of
knowledge.
• Memorising facts and procedures routinely.
• Finding difficulty in making sense of new
ideas presented.
• Feeling undue pressure and worry about
work. (Marton, 1997).

ORHEP Project

Contact with students
• Make the topic relevant to the rest of the
subject: how does it all fit together?
• Be interactive: use
questions, discussion, debate etc.
• Draw on students‟ prior experience.
• Confront and eradicate students‟
misconceptions.
• Allow students to make mistakes and learn
from them. (Biggs and Tang, 2007)

ORHEP Project

Techniques for introducing
interactivity into sessions
• Buzz groups.
• Problem-centred and syndicate
groups.
• Reading.
• Quiet time.
• Drama. www.orhep.brad.ac.uk
(Gibbs, Habeshaw & Habeshaw).
Images from Microsoft ClipArt library.


ORHEP Project

Encouraging engagement with
interactive tasks
• Ensure that the task is clear: Keep it simple. Explain the task.
Don‟t set vague or ambiguous group tasks.
• Ensure the task is achievable. What level of understanding
are the group at? How much time is available?
• Demand a clear outcome: Come up with a definition… Write
your answers down… List three things relevant to etc.
• Set a fixed time.
• Think about the correct size of groups for the set task. In
larger groups it is less likely that agreement will be reached or
that everyone will get a chance to speak. (Mortiboys, 2010)


ORHEP Project

Effective inclusive practice in
engaging all students
• Think about curriculum/session processes and
structure as well as content.
• Don‟t over pack your syllabus.
• Reflect the diversity of your group in your materials.
• Check the physical environment.
• Do you know if any of your learners has special
requirements?
• How might the backgrounds of your students affect
how they learn and how might this affect activities and
planning?


ORHEP Project

Basic principles of behaviour
management
• Be definite. • Be positive.
• Be aware. • Be interested.
• Be calm and • Be flexible.
consistent. • Be persistent.
• Give them structure. • Engage them.
(Cowley, 2010)


ORHEP Project

Further Principles
• Acknowledge the behaviour, don‟t ignore it.
• Speculate on what lies behind it: why is it
happening?
• Don‟t exclude them.
• Attempt to turn the negative behaviour into
positive.
• Remind the learners of any required or agreed
rules of behaviour.
• Don‟t take it personally. www.orhep.brad.ac.uk
• Look for a resolution that keeps everyone on track.


ORHEP Project

Suggested further reading
• Cowley, S. (2010) Getting the Buggers to Behave. Continuum
Publishing. London.
• Mortiboys, A. (2010) How to be an Effective Teacher in Gibbs,
G. Habeshaw, S. and Habeshaw, T. (1988) 53 Interesting
Things to do in Your Lectures. Cromwell Press Ltd.
Trowbridge.
• Gibbs, G. Habeshaw, S. and Habeshaw, T. (1988) 53
Interesting Things to do in Your Seminars and Tutorials.
Cromwell Press Ltd. Trowbridge.
• Mortiboys, A. (2010) How to be an Effective Teacher in Higher
Education. Open University Press. Maidenhead.
• Ramsden, P. (2003) Learning to Teach in Higher www.orhep.brad.ac.uk
Education.
RoutledgeFalmer. London and New York.


ORHEP Project

Any questions or further
comments?



Classroom Management - ORHEP

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