CRISIS IN THE CLASSROOM

Even the most conscientious instructor will be faced with the occasional "crisis" in the classroom. What do you do if a student does not let other students participate, if none of your students have read the assigned material, or if the building is locked and you don't have the key? Here are some suggestions.

"WRONG" ANSWERS

When one of your students gives a wrong answer, avoid the "Yes, but ..." reaction. "Yes, but . . ." is both a negative and a deceptive phrase. It suggests that the student was right with one breath and contradicts it with the next. Some straightforward alternatives are as follows: These four alternatives are obviously not adequate to fit all cases. Indeed, it is generally difficult to field wrong or partially wrong responses because students are sensitive to teacher criticism. However, with these alternatives as examples, you will probably be able to generate others as needed.

TOO MUCH TALK

It is great when students want to talk during discussions, but occasionally you may find yourself confronting a student whose eagerness to talk (sometimes on irrelevant material) makes it difficult for other students to become involved in the discussion. Sometimes systematically calling on other students (and ignoring the overeager student) will gently make it known to the student that his or her comments are overpowering other students.

If calling on other students fails, you should talk to the overeager student after class. The student probably is unaware of how disruptive his/her comments are. Be tactful, but politely ask the student to give others a chance to participate. Most students will respond. (Keep in mind that the "talkativeness" is probably a "natural" pattern for the student and he/she may inadvertently return to old ways. Don't hesitate to gently remind the student again.)

DISRESPECT

Occasionally a student disgruntled over a grade, dismayed by your teaching strategy or feeling ignored, may confront you in class. Although a straightforward and honest answer will usually derail a disrespectful student, you may wish to speak to the student outside of class. Comments that disrupt the class or hurt others' feelings should be handled as soon as possible. (For more on this, see Chapter 7.)

INATTENTION

Shuffling, shifting, napping, persistent coughing, talking, glancing at watches or stacking books five minutes before class ends are signs that you have lost your students' attention. If the problem is persistent, you might consider whether the structure of the class should be adjusted. Do you lecture non-stop for hours at a time? Would a discussion or activity help to involve students? Is the material you are using too basic or too complex? Would audio-visual materials or a greater use of the chalkboard help students to listen more effectively? The most carefully designed lecture or discussion has failed if students are not paying attention. Shifting the pace of the class or your tone of voice might re-engage students who have become distracted. Similarly, switching from a lecture to a small-group activity or offering a break (especially if the class is longer than one hour and fifteen minutes) can help to alleviate inattention.

Inattention can signal two other problems. Sometimes inattentiveness is a sign of a learning disorder. If the student is respectful, but seems distracted, you should speak with the student. The University of Pittsburgh offers testing and support for students who suffer from a learning disability. (We discuss physical and learning disabilities in greater detail at the end of this chapter.)

However, sometimes inattentiveness can be a sign of a poor attitude toward learning. You should not let one or two disruptive students undermine your classroom environment. Calling on an inattentive student by name or moving nearer to the student may help to make the student aware that his/her behavior is unacceptable. If it continues, speak to the student outside of class.

ABSENTEEISM

It happens almost every semester. A student shows up for the first exam, does poorly, and then never returns. Week after week the student misses recitations and misses assignments. Several missed assignments and chronic absences are high-risk patterns that suggest a student is not doing well. In some cases, this student has formally withdrawn from the class (ask your graduate secretary or course instructor for an updated roster) but in other cases the student is having a serious academic or personal problem. Do not let a student quietly disappear. Call and e-mail the student, set up an appointment, and talk to the student. Can you help? Should the student formally drop the class? What must he/she do to improve his/her grades and get back on track? Be sympathetic but help the student to set exact (and reasonable) deadlines to make-up work.

If your best effort to contact the student fails, contact the student's advisor. If you are in the College of Arts & Sciences, there is a hotline that an instructors may call if a student is in trouble academically; in other schools, contact the dean. Be prepared to provide the student's name, social security number and the reason for your concern. The dean's office or the staff at the CAS hotline will contact the student's academic advisor. (For telephone numbers, see the resource list in the back of the handbook.)

TARDINESS

Students who come in late or leave early may be disruptive. However, do not assume that your students are aware that their behavior disturbs you. Many professors tolerate a relaxed classroom. If you expect students to be on time, make your policy clear.

Despite an announced policy, if some students are still arriving late, speak with them. There are legitimate and unavoidable reasons for students to be late for class. Perhaps the student has to travel a great distance between a previous class and your class, or perhaps the instructor in the previous class routinely keeps students late. If the student is going to be consistently late or will consistently need to leave early, you may ask him/her to sit by the door of the classroom.

POOR PERFORMANCE

If one of your students repeatedly turns in inadequate work or otherwise demonstrates a poor attitude with regard to his/her study, you should intervene. Call or e-mail the student and invite him/her to a one-on-one meeting. Explain your concern. Ask what the problem is and offer your support. If the student can make up the work, establish mutually acceptable guidelines for completing the assignments with specific deadlines.

Be alert for signs that the student is suffering from a learning disability or from personal problems that require professional counselors (see "Emotional Problems" or "Physical Disabilities" at the end of this chapter). If the student needs academic or psychological counseling, assist the student in setting up an appointment.

After talking to the student, if he/she still demonstrates an unwillingness to work, contact his or her advisor. In the College of Arts & Sciences, instructors should contact the Advising Hotline. The staff at the hotline will then contact the student's advisor or other support services. In the other schools, contact your dean's office for assistance. (Contact information for the Advising Hotline and the deans' offices is available by following the appropriate links or checking the resource guide at the end of this handbook.)

FRUSTRATION

Students get frustrated. If a student in your class puts in a substantial number of hours, seeks advice and criticism, and still gets mediocre grades, he is likely to get impatient with the class - and himself. Sometimes your job will be to counsel patience; writing difficulties, for example, do not disappear overnight. Point out areas in which you feel the student is improving and suggest strategies for addressing the remaining problems.

Keep in mind that even if there were "obvious" reasons for assigning a specific grade on an exam, the reasons your student failed are seldom obvious. Ask him/her about his/her reading and study habits. Suggest that he/she might meet with you before the next exam. Offer to proofread outlines and drafts.

Not every problem can be solved during a thirty-minute meeting during office hours. If you believe the student is suffering from a learning disability or if you feel the student needs extensive assistance with learning skills or writing problems, refer him/her to the proper University service. As sympathetic as you may be, you have neither the skills nor the time to address more serious problems. (See "Assisting Students Who Need Tutoring" in this chapter.)

JUDGMENTAL BEHAVIORS

In a following chapter we discuss teaching inclusively. (See Chapter 7.) Often without realizing it, teachers can exhibit judgmental behaviors that discourage students by making them feel inadequate. Avoid judging students based on their dress, sexual or racial stereotypes, their age or their participation in sports.

As much as we may believe that we are not prejudiced, racial or ethnic stereotypes can cause us to react subconsciously in ways that students find disturbing. For example, do you expect different attendance patterns from certain groups of students? Do you find yourself avoiding certain subjects in the classroom because of the fear of offending somebody? Do you tend to target your examples toward certain groups in your class? Do you assume that students have certain expertise based on racial or ethnic heritage? Recognizing that such behavior exists and may not be innocuous is a step toward creating a more open and productive classroom.

STUDENT CONFERENCES

Meet with your students at least once a semester. These conferences need not be long when the students do not have significant problems. They may simply be friendly, personal conversations. Yet this kind of conference shows the student that you care about him or her.

And for those students with significant problems, the conference may be crucial. The conference gives you a chance to talk to the student about existing problems and to offer your assistance or guidance. Surprisingly, many students are not familiar with The Writing Center, the Academic Support Center  or the Counseling Center. (See "Students with Special Needs" section in this chapter for more information.)

(One word of caution. Students have a right to privacy. Discuss personal and academic problems with only the student or, if you feel it is necessary, with the instructor in charge of the class or the student's advisor.)

MISTAKES

You will not always know the answer. When you do not know an answer with certainty but can make a reasonable conjecture, say so. When you are at a total loss, gracefully acknowledge your lack of information. It may well be useful to look up the answer and give it to the group (or to the individual student) at a later session, although there is often little interest in returning to the point. As for mistakes, be grateful for the student who is alert and willing to point them out. A candid admission that you have erred can foster rapport with your class. [13]

LOCKED ROOMS

Occasionally, especially in the evening, you may find that your classroom has been locked. In any building on the University of Pittsburgh's campus, the campus police can open a locked classroom. (The Campus Police's number can be found in the resource directory.)

If there is a nearby space available, you may want to set up temporary quarters for your class while waiting for the police. Just leave a note on the locked classroom door indicating where you have taken your class because the police will not open the door if no one is there.

EMERGENCIES

The University of Pittsburgh occasionally cancels classes due to storms or other emergencies. Students are not compelled to make up classes that were missed due to official University closings although any work due on the day of the storm should be collected during the next class. (The University also recognizes students' rights to use their own discretion in determining if it is safe to commute to class. During poor weather, understand that some students will not be able to make it to class and should not be penalized.) If you feel the class needs to be rescheduled, talk to your students to see if you can arrange a mutually satisfactory time to meet. (See University Policy 02-04-02. Click here to get today's weather, check on University of Pittsburgh school closings during a storm, or sign up to receive an email alert when the University is closed for a weather emergency.)

If an emergency develops? storm, fire, illness? while you are teaching, remain calm. Remember that you are the responsible adult in the class. If remaining in the classroom is dangerous, evacuate (making sure that every student has left the room) and then call for help. If a student is injured, contact the Campus Police. (The Campus Police's number can be found in the resource guide.) All instructors, especially lab recitation leaders, should familiarize themselves with the location of emergency phones, fire extinguishers and exits.

CANCELED CLASS

Even if the University of Pittsburgh remains open during a storm, the University encourages instructors to use their discretion in determining whether they can safety travel to school. (See University Policy 02-04-02.) If it is necessary to cancel your class because of inclement weather, you are required to contact your department (or school) immediately so that they can make arrangements to inform your students. (If you have access to e-mail, or if phone calls are not inconvenient, notifying your students personally is an often-appreciated courtesy.)

In the case of unavoidable absences other than weather, you should notify your department of the expected absence as far in advance as possible, and recommend and arrange for a replacement. Only as a last resort should a class be canceled. If you must cancel the class, notify your department or, if your department offices are closed, the Campus Police. (See University Policy 02-04-02.)
 
 
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