A Dozen Ways to Document Your Teaching Effectiveness
First, at the Center for Teaching, Learning & Technology (CTLT) resource center
(IDTC 107), we have a few handouts (two short articles, a very short bibliography,
and pages from the student judicial web site) from a CTLT event on authority and disruptive
behavior. Anyone wishing a copy of this material should send an e-mail request to Beth
Welch. In addition, we have a new book titled "From Discipline to Development:
Rethinking Student Conduct in Higher Education" as well as several books with
chapters on problem situations and disruptive behavior (for example, McKeachie's "Teaching
Tips" and Davidson and Ambrose's "The New Professor's Handbook"). Feel
free to drop by, have a cup of coffee, and look through our materials. These books
may be checked out by instructors (see Beth in room 111).
Second, instructors have the right to tell a student who is disrupting class to leave
the class for THAT particular class period. In extreme cases, campus security can be
called to remove the student. Instructors may not remove a student from the whole course
(that is, kick them out for the rest of the semester) without due process for the student.
Contact the Student Dispute Resolution Services (8-8621) if you wish to consider such
action.
Third, let me offer (as many others have) some strategies instructors might use to
deal with disruptive behavior. Of course, these won't all fit every instructor's style,
class environment, or particular type of disruption. They won't work with every student.
Generally, I recommend you start with attempts to prevent these situations. Then, if
they still occur, you start with less aggressive, less controlling strategies using
more serious tactics if the behaviors persist. Remember that these problems can be
more common for instructors with status inconsistency (women, minorities, international,
young, TAs...). Also, remember if you can figure out why the student(s) is being disruptive,
it can help you decide what to do. This takes good observation skills and conversations
with colleagues and students.
The best place to start, of course, is to try to prevent disruptive behavior in the
first place; something that is only partially under instructor control. How can we
do this?
- Include course and behavior norms and expectations for students and instructors
in our syllabi.
- Discuss these norms and expectations on the first day of class. Tell students you
expect that they will act appropriately, but that you always like to remind students
of these norms.
- Serve as role models and exhibit the types of behavior we expect from students.
- Share control and responsibility with students in the class asking them on the
first day what the norms for classroom behavior should be, and adding their ideas
to your list.
- Draw up a "contract" on classroom behavior and ask students to read and
sign it the first week of class (this can also include that they agree to attend
class, participate, be prepared...).
- Use impression management and your status by dressing and acting professionally.
Refer to yourself as "Doctor" or "professor" and have students
do so as well (though for some faculty or in some circumstances it is more appropriate
to reduce the status differences between you and your students).
- Be extra tough on all matters the first day and week to set the "tone." You
can always be flexible and nurturing later.
If disruptive behaviors occur despite your efforts at prevention, you must act in
some way and as early/quickly as possible. Otherwise, you can "lose control" of
the classroom (not that you want all the control, but you want some), frustrate other
students, and create a hostile learning environment. Not everyone will agree with all
these suggestions.
- Talk with colleagues in your department (including your chair). How would they
handle these situations? What do they see as normative? This gives you ideas for
handling the situation, lets your chairperson know what is happening early on, and
that you are trying to deal with it.
- Walk over to the talkative students and conduct class standing right next to them.
- Stop whatever you are doing and wait (as long as it takes) for students to quiet
down while you look at the disruptive students. Then begin again.
- Note who the disruptive students are and speak to them after class or ask them
to come to your office hours. Explain why/how you find them disruptive, find out
why they are acting that way, ask them what they would be comfortable doing. Tell
them what you want to do.
- Discuss the disruptive behavior in private outside of class with some of the concerned
and nondisruptive students. Ask for their assistance in maintaining a positive classroom
environment.
- On a given day when this behavior occurs change what you are doing. Break students
in to groups for some work. Call on these and other students to come forward and
lead discussion.
- Consider changing the structure of the whole class. Is it all lecture and/or do
students need to be more active and involved? Rethink if/how what you do fits the
students and the course. Use more diverse techniques to reach the disruptive students.
- Direct firm, but not derogatory, comments to the disruptive students during class.
Ask if they have a comment or question. Ask them to be quiet. Let them know they
are being unfair to their peers.
- Inform the student outside of class that their disruptive behavior does not fit
your criteria for participation and that their grade will be lowered if it does not
stop (this one can be tricky in terms of what your syllabus says and how you handle
it).
- Spend some time in class discussing the whole situation openly and honestly with
all the students. What do they think? Tell them how you feel. Ask how they think
things should be handled. You may feel you cannot "waste" class time doing
this BUT if class time is disrupted by students and this negatively affects your
ability to work, teaching-learning is being harmed and the class time is already
a waste.
- Ask the student(s) to leave the classroom for that class period.
- Inform the students that it is unfair to everyone for this behavior to continue
and that you will not continue that class period until it stops. If it does not stop,
tell the student you are leaving but they are still responsible for the material
and welcome to come to your office hours. Leave.
- File charges about the student(s) with the Student Dispute Resolution Services.
Be sure to inform the student(s) first that you plan to do this.
Finally, concern about students' reactions and negative comments or scores on student
evaluations as a result of these types of situations is often an issue for faculty.
Overall these situations will probably not have a major impact on your evaluations.
In addition, the fact that you have tried to address these situations and the disruptive
students should further reduce any negative effects. Discussing the problem openly
with students may also help. Beyond that, you should consider including material with
your student evaluations to your DFSC if you feel the disruptive behavior or your responses
to it negatively affected your evaluations. You can write a letter expressing your
view of the situation and what you did. You can ask that a colleague talk with some
of your students (who felt you did handle things well or did the best that was possible
in the situation). You can submit other documentation (besides student evaluations)
for your teaching (teaching portfolio, peer observation, copies of syllabi and assignments,
evidence of teaching service or faculty development in teaching, papers on teaching
published or presented...). Finally, if you discussed the problem with your chair and
colleagues earlier, they will have a context in which to place the student evaluations.
- The Infamous "Student Assessment of Instruction"--Actively
interpret and respond to the SAI results from your classes as you receive them. For
formal evaluations, such as applications for tenure and promotion, consider extracting
and compiling quantitative data from your SAI’s and present the data to reviewers.
Include a narrative in which you analyze and discuss your own results and how you
have responded to them.
- So. . . Conduct Your Own Assessments of Instruction--Instructor-made
assessments can fill the gaps in our institutional system, help improve your teaching,
and help document both the quality of your teaching and your commitment to improving.
Conducting your own classroom assessments is general evidence that you care about
teaching, respond to students, and work to improve.
- Document Your Students' Outcomes and Achievements--The best evidence
of good teaching is good learning. As long as you show a clear relationship between
your teaching and students being able to perform at a higher level, student outcomes
are legitimate data for annual reports and tenure and promotion dossiers.
- Peer Evaluations--Peer observers can provide support in improving
our teaching and specific documentation of its quality. Peers are also familiar with
the total context and can offer considerable assistance and support.
- Missing
- Describe Your Involvement in Instructional Development--List and
describe the courses you have developed or revised extensively.
- Describe Your Classroom Instruction--Describe how you teach, give
some of your typical methods.
- Provide Samples of Your Course and Instructional Materials--Include
carefully selected samples of your course and instructional materials in an appendix
and refer to them in your main text. They do not have to be slick, bet they must
present you as a diligent, competent, and even creative teacher.
- Describe and Present evaluative Data from Any Professional "Teaching-Like" Activities--Include
evaluative data from workshops, seminars, or any other training activities that you
have conducted. Some of these activities may also overlap in your dossier or report
with the categories of service and research; they point is that they bolster your
image as a communicator for a variety of groups, not just students.
- List Any Awards or Recognition's You Have Received for Teaching or Related
Activities--The fact that someone has formally recognized your talents
as a teacher is good evidence for a dossier or annual report.
- Describe Your Professional Development Activities to Support Your Teaching--Describe
activities you have undertaken specifically to strengthen your performance as a teacher.
Point out that you have spent your own time and, in many cases, money to improve
your teaching.
- Describe Research You Have Conducted to Improve Your Teaching--This
would include both formal, published research in the pedagogy of your discipline/professional
and less formal research conducted solely to guide your instructional decisions.
*Teaching and Learning at ETSU. Editor: E. Jane Melendez
