June 15, 2014
June 15, 2014
June 18, 2014
New Engineering Educators
24.226.1 - 24.226.10
Best Practices in Classroom Management for Today’s University EnvironmentToday’s classroom environment provides faculty and students with a flexible education deliveryand learning environment, ranging from face-to-face to online, with many ways to administerassessments. However, cheating and disruptive behavior in the classroom have increased overthe last 20 years. Studies over the last decade have shown that more than 20% of college studentsadmit to demonstrating incivility in their college years. Additionally, many students feeloverwhelmed, at times, and signs of distress can include academic challenges and disruptivebehavior in the classroom. In addition to developing the curriculum for their courses, new facultymust be proactive in establishing effective classroom management practices.Academic issues and disruptive behavior that faculty may encounter include cheating,plagiarism, frequent absences, unprepared students, inappropriate use of electronics anddisrespectful behavior. Strategies to address these issues include defining expectations early,decreasing anonymity, seeking feedback from students, encouraging active learning, and reactingto issues in private and immediately. The use of a syllabus, the first day of class, and studentinteractions as tools to make students aware of your classroom policies will be emphasized. Thispaper will discuss common academic issues and disruptive behavior which students exhibit inthe classroom and provide recommendations on how to address them. Since health, emotionaland mental issues can impact a student’s classroom performance, topics such as disabilities,depression, anxiety and anger will be also discussed with a focus on how they can affectclassroom activities.
Ladeji-Osias, J. O., & Wells, A. M. (2014, June), Best Practices in Classroom Management for Today’s University Environment Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20117
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