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This happens frequently!

Boundary setting from the outset.

Remind students of their professional development and need for professional conduct

Check-in at breaks - let them know, you know

Flag classroom behaviour on iLearn

Warning system?

At what point does it become 'please leave the classroom'?

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Mix scheduled assignment timings in sessions up i.e. one week at the beginning, another at the end etc

Stricter expectation setting around attendance, reminders on screens around campus, notices on classroom doors etc

Advise students it is their responsibility to catch up and ask questions, not the the tutor to have to go through content again just for them

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Develop / agree a stricter policy on lateness, absence?

Advise students that it is their responsibility to catch up - direct to iLearn and slides, any questions 'ask me after that'

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Remind students that final degree calculation doesn't include all modules

Inform them of the process for appeal

Get clarity on feedback from marker

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Ground rules set/agree with students

Interject early

Separate personal attack vs opinions

Protected characteristics

If in the lecturers comfort zone, make adjustments to content

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Scenario 5

End activity or call a break -- this isn’t constructive/respectful now. Let's take a break then, reset and start again. Remind of code of conduct / ground rules. Mediation/conciliation with the individual students afterwards. Escalate to Campus Manager. Emergency number for summoning support. Offering 1:1 meetings where students are struggling so they disrupt the flow of class less. Using peer learning and support, mixing-up groups to give different people the opportunity to learn from each other. Encourage students to reflect on their opinions and then challenge them by exploring the counter perspective

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Refer to the assessment brief, rubric, and marking process (e.g., standardisation) to use an evidence-based response to the student's arguments. Important to help students understand the separation of criticism of work from them as an individual; to depersonalise the grade and feedback, ensure that the latter has been provided extensively on the feedback form to provide an evidence base to justify grade and areas for improvement.

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Scenario 4

Separate emotion from the feedback. Can validate the feelings while supporting the feedback. Pause conversation to let emotions settle. Arrange a meeting at an appropriate time

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1, 2, 3 - EYES ON MEEEEEEEE! **Whilst slamming the table**

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Depersonalisation of tone of response, ensure an evidence-based argument, and pose questions back to the student to allow them to express themselves and find potential flaws to their argument on their own.

Important to distinguish between students that like to express their view points for discussion and those that deliberately attempt to disrupt the classroom. If discussions become prolonged, offer time during the break to continue the discussion if the student wishes

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Recommendations:

Mix up when assignment information is given out so that students need to be there to gain important information.

Expectations need to be set by the lecturer from day 1.

Set a consequence for being late repeatedly.

Reward students for turning up on time, staying and leaving on time.

Be able to record late arrivals and early leavers, not just one or the other.

Guidelines on how to enforce rules such as no entry to classroom if 15 minutes late.

If arriving late and leaving early, it should be marked as absent (with a minimum attendance time).

Having engagement checks, if students concerns are listened to, they may feel more engaged.

Make it clear it's to students responsibility to catch up if they are late, they have missed it, it is not fair to everyone else who could arrive on time.

Having the confidence to challenge and being able to challenge confidentiality and constructively without worrying about repercussions

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Understanding of student personal circumstances if they require additional time to arrive to lesson is important so that we can expect specific disruptions and inform cover staff

Inform the student that if they are going to be consistently late to either check the lecture content prior to the lesson via iLearn, or have a catch-up session during the break so as not to disrupt the flow of lesson/learning of other students

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Constructive challenging can be good in some situations and when it is not rude or disrupting the lesson it can be encouraged (e.g., challenging the lecturer on a viewpoint so they can have a debate on it).

Remind the student of the expectations, one important one is being respectful not only to you as the lecturer but the other students as well.

Redirect them to write down any questions or grievances so they can feel heard but it does not disrupt the class.

Try to keep it positive and foster more critical thinking and reflection (e.g., good point, why don't you do some research on that?)

Awareness of neurodiversity and other needs which might be driving behaviour. If the student does have needs it might be good to work with them to create some strategies.

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Have a personal conversation with the student (after class, via emails), remind the class of the student code of conduct so that the student doesn’t feel targeted.

Scenario 2 -

Happy to talk about it in the break, sometimes if it’s just a term or concept - engage the class, ask them to define it (also helps recap), as soon as they come, let them know this is what we are talking about (in a sentence) and then tell them any questions can be addressed in the break.

Scenario 3 -

Appreciate their curiosity, establishing your view point and establish evidence to support your claim and ask them if they have evidence to support their claim, post their viewpoint on the discussion board with evidence to support their claim and everyone can have a discussion there (showing openness to their opinion but also putting the onus back on them to research further and establishing a culture where students only make evidence backed claims)

Scenario 4 -

Suggest them to have a meeting in a private settings, tell them I am happy to go through the feedback with them in a calm manner.

Scenario 5 -

Intervene in the beginning saying things like - this isn’t relevant to the topic / quite happy to have a conversation after the class / remind them of the evidence / you have raised an interesting point but perhaps it’s not the place for this (validates them) / I understand you are probably coming from your personal experience but it’s always everyone’s experience and we should be careful about generalising opinions, it may hurt the feelings of others (validates them)

- Ross, Peter, Fatima, Mukti

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We would end the discussion perhaps by using humour if it is appropriate e.g “wow we are getting heated, it’s great that you’re all passionate but…” We would discuss that (as long as views aren’t inappropriate/hurtful) it is ok to have different views and in the real world we may have to work with others we disagree with but have to find a way to do so respectfully. We would remind them that any content is evidence-based/from the literature and not the lecturer’s personal views. We would also remind them of the code of conduct. If necessary we would contact student support/report to inclusion/the module leader.

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Set early expectations, this is especially important if they are new or this is an early module for them.

If this continues past the first session remind them of the expectations of the lesson and the university as a whole (using the student code of conduct) using a slide so they can see it as well as hear it (so it goes in!).

Remind them of the effects that this behaviour can have on others and their learning experiences and their learning responsibilities as students.

Potentially using humour to deescalate rather than being too authoritative.

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Recommendations:

Have a way of flagging classroom behaviour on iLearn and personal tutors.

Add behaviours section to iLearn student expectations.

If behaviours repeated after warnings, check in on a one on one level to give a printed copy of the code of conduct.

Create a step process: 1)informal warning/check in with group. 2) formal option of would you like to leave 3) please leave the classroom.

Boundary setting from the very beginning to try and stop repeat occurrences.

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Group Tensions  During a sensitive topic discussion two students disagree on viewpoints, this escalates to a full-scale argument within the classroom with regrettable things being said between the students creating tensions between all students. Initial attempts to calm the situation did not work.

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A student receives a low grade on a coursework assignment, they confront you after class arguing that they ‘put a lot of effort into that work and spent hours on it’. They raise their voice and accuse you of being unfair and biased. 

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A student frequently interrupts you to correct your content or challenge what you have said. In a recent session, they said, “I think you’re wrong about that— XXX  (other lecturer) said something different.” The atmosphere became tense, and other students don’t seem happy.

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Student is persistently late (30-45 mins). Arrive loudly, immediately ask about missed content and expect to be caught up

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First year students, near the front whispering, laughing, and glancing at their phones. You've noticed this behaviour in previous weeks. You're worried its distracting others and undermining your authority.