LibGuides: Teaching resources for Liaison Librarians: Classroom management

ISSUE: Students who think they know your lesson topic already

and may therefore choose to become disengaged

SOLUTION

STEP ONE: Name the issue: "I know some of you may have experience with this."

STEP TWO: Let them know their prior knowledge is valuable to the class: "You will be our tuakana for today's lesson. Those of us who don't know this stuff will be relying on your expertise."

STEP THREE: Remind them they won't know everything (and the lesson will hold value): "You may find some new tips and tricks that you didn't know about."

ISSUE: Teacher talking to a student in a way that is disruptive

We can feel awkward about dealing with this situation, because the tutor should know not to disrupt the lesson.

However, you have every right to draw attention to the problem and ask for it to be mitigated.

SOLUTION

Be casual and polite, but make your message clear.

TEACHER AND STUDENT TALKING LOUDLY

Gently ask them to speak quietly (approach them so you don't seem to be confronting them in front of the class). If you like, you can acknowledge that their conversation is probably an important one: "I know this conversation is important, but do you guys mind speaking quietly?"

TEACHER AND STUDENT TALKING ACROSS THE CLASS TO ONE ANOTHER

This is something you need to firstly stop, and secondly, suggest an alternative: "Sorry, guys, can I please halt you there? Would you mind sitting together and quietly continuing your conversation?"

ISSUE: Students talking while you're teaching

SOLUTION

Quick tips:

Stand near the students talking

Stop what you are doing and look at the student/s talking. Wait for them to stop before you carry on.

Engage the talking students directly with the lesson content. Ask them a question about whatever is being discussed.

Below lists a number of ways you can approach this in order of escalation:

STEP ONE: Use short reminders with the language of expectation: "Can I have everybody listening? Thanks."

"Everyone" keeps things general - it serves to remind the entire class of their obligations, and is not confrontational to those who are talking.

That word "thanks" is key, because you're letting them know that you expect them to comply and there is no other choice.

If you put "please" at the end, instead, you are turning your instruction into a request, which gives them a choice as to whether they want to comply or not.

STEP TWO: direct your next reminder at the group/individual who is talking: "Ladies/Gentleman [stand near the group], can I have you listening? Thanks."

The group/individual now knows that you are identifying them - the message is direct and your expectations of them in particular are clear.

STEP THREE: draw attention to the effect their behaviour is having on their peers, on you and the purpose for them being there:

If the chatter continues, you need to let the students know they are being disruptive. You can be gentle in your delivery at this stage, but the message should be clear: "Ladies, I really need you to stop chatting. You might not be aware of the effect you're having on the class, but it's disruptive to the other students and I actually find it disrespectful as a guest in your classroom."

Let them know they are still valued participants, and that they have a choice about their behaviour: "I'd love you to be part of this lesson, but if you don't want to be engaged, I've got no problem with that as long as you're not disrupting the rest of us."

Check they have understood: "OK?"

STEP FOUR (last resort - rarely will it come to this): if they continue talking, now is the time to move away from the courtesy of treating them as adults

Point out their maturity to remind them of the control they have over their behaviour: "Ladies, you're all adults. You know what appropriate behaviour is."

Give them a clear and final choice (people will always respond better to choices than they will to ultimatums): "I'm going to give you a choice now. Either you're here engaged in the lesson or disengaged and quiet, OR you take your conversation elsewhere."

Give them a sense of urgency: "You need to make a decision right now and act on it."

Remind them of the choice again: "Stay and be quiet, or go."

And finally, remind them of why they need to make that decision: "Because it's really unfair on me and it's really unfair on everyone else who does want to learn."