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    Address Problematic Student Behavior

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    Revo Natz
    This document discusses problematic student behaviors in the classroom such as lateness, inappropriate technology use, and cheating. It notes that these behaviors distract other students, lower motivation, and feel disrespectful. Possible causes include individual student issues, cultural differences, generational changes, and course structure. The document recommends defining expectations, decreasing anonymity, getting student feedback, and encouraging active learning to address these behaviors.

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    Address Problematic Student Behavior

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    Revo Natz
    146 views9 pages
    This document discusses problematic student behaviors in the classroom such as lateness, inappropriate technology use, and cheating. It notes that these behaviors distract other students, lower motivation, and feel disrespectful. Possible causes include individual student issues, cultural differences, generational changes, and course structure. The document recommends defining expectations, decreasing anonymity, getting student feedback, and encouraging active learning to address these behaviors.

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    This document discusses problematic student behaviors in the classroom such as lateness, inappropriate technology use, and cheating. It notes that these behaviors distract other students, lower motivation, and feel disrespectful. Possible causes include individual student issues, cultural differences, generational changes, and course structure. The document recommends defining expectations, decreasing anonymity, getting student feedback, and encouraging active learning to address these behaviors.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    146 views9 pages

    Address Problematic Student Behavior

    Uploaded by

    Revo Natz
    This document discusses problematic student behaviors in the classroom such as lateness, inappropriate technology use, and cheating. It notes that these behaviors distract other students, lower motivation, and feel disrespectful. Possible causes include individual student issues, cultural differences, generational changes, and course structure. The document recommends defining expectations, decreasing anonymity, getting student feedback, and encouraging active learning to address these behaviors.

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    ADDRESS

    PROBLEMATIC
    STUDENT BEHAVIOR
    Reports of problematic behaviors are
    on the rise nationally, not only in the
    classroom but in society at large
    (Kowalski, 2003).
    SOME OF THESE IMMATURE,
    IRRITATING, OR
    THOUGHTLESS BEHAVIORS
    OR “CLASSROOM
    INCIVILITIES” INCLUDE:

    lateness or leaving early


    inappropriate cellphone and laptop usage in class
    side conversations
    disregard for deadlines
    grade grubbing
    sniping remarks
    cheating
    THESE BEHAVIORS ARE NOT JUST
    INSTRUCTORS’ PET PEEVES; THEY
    HAVE REAL COSTS INCLUDING:

    distracting other students and instructor in class


    reducing student participation
    lowering other students' and instructor’s motivation in or out
    of class
    affecting fairness in grading
    using instructor or TA time unproductively
    feeling disrespected as a fellow learner or authority figure
    POSSIBLE CAUSES

    In order to limit or deal effectively with these behaviors, it is


    important to understand the factors that cause or facilitate
    them.
    The cause can be:
    contingent on individual student situations
    structural to the course
    Students can engage in problematic behaviors because of health
    problems, personal or family problems, adjustment or
    developmental issues (e.g., “immaturity” or self-esteem issues),
    or general academic difficulties. These factors are not
    controllable, but instructors who feel those are issues are at play
    can certainly refer students to the appropriate support services on
    campus:

    • Health Services
    • Counseling and Psychological services
    • Academic Development
    • Office of the Dean of Student Affairs
    Cultural or generational issues can also play a role. The culture of
    the US classroom is not homogenous, and expectations for
    classroom conduct can vary greatly, but they are all informed by
    the same basic academic values. Students from other cultures
    who don’t share the same values might not understand implicit
    expectations for classroom behaviors. MORE on cross-cultural
    issues.
    Furthermore, the millennial generation brings to college a whole
    new set of values, sometimes quite at odds with the values of
    previous generations, which can create some friction.
    In particular, some sociologists point out that some students
    seem to watch a lecture the same way they watch TV. This would
    explain why they think they can arrive a little late or take a break in
    the middle of lecture, or why they can have side conversations or
    otherwise multi-task – none of these behaviors impairs the ability
    to get meaning out of a movie, and the screen barrier between the
    audience and the actors makes it so that the actors’ performance
    is not affected by the audience’s behavior. (Jaffee, 1999) > MORE
    on the Millennial generation.
    STRUCTURAL TO THE
    COURSE:
    Some of the uncivil behaviors can be inadvertently facilitated by the
    instructor’s behavior or the course structure. Boice (1998) researched
    classroom incivilities across a range of courses and reported several
    findings.
    Professors disagree with students about what counts as uncivil
    behavior, apart from a few egregious situations. Moreover, there is
    significant disagreement among different professors, as there is
    among students.
    Instructor’s age or teaching experience are not a significant
    determinant of incivilities. Young/novice instructors experience the
    same average level of incivilities as older/experienced instructors.
    Two factors mainly predict classroom incivilities.
    • The choice of motivators.

    • The number of “immediacy” behaviors (verbal and non-verbal signs of warmth


    and friendliness).
    POSSIBLE STRATEGIES

    Define expectations at the outset.


    Decrease anonymity.
    Seek feedback from students.
    Encourage active learning.

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