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