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.

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.

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

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.

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

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

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

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

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

Interject early

Separate personal attack vs opinions

Protected characteristics

If in the lecturers comfort zone, make adjustments to content

Inform them of the process for appeal

Get clarity on feedback from marker

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

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

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'?