write an application to the principal of your school to take steps against the unruly students who are creating problems in the class room most time.
Answers
Answer:
Reports of problematic behaviors are on the rise nationally, not only in the classroom but in society at large (Kowalski, 2003).
Some of these immature, irritating, or thoughtless behaviors or “classroom incivilities” include:
lateness or leaving early
inappropriate cellphone and laptop usage in class
side conversations
disregard for deadlines
grade grubbing
sniping remarks
cheating
These behaviors are not just instructors’ pet peeves; they have real costs including:
distracting other students and instructor in class
reducing student participation
lowering other students' and instructor’s motivation in or out of class
affecting fairness in grading
using instructor or TA time unproductively
feeling disrespected as a fellow learner or authority figure
Possible causes
In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them.
The cause can be:
contingent on individual student situations
structural to the course
This distinction is important because it orients us towards the causes we can control.
Contingent on individual student situations:
Students can engage in problematic behaviors because of health problems, personal or family problems, adjustment or developmental issues (e.g., “immaturity” or self-esteem issues), or general academic difficulties. These factors are not controllable, but instructors who feel those are issues are at play can certainly refer students to the appropriate support services on campus:
Health Services
Counseling and Psychological services
Academic Development
Office of the Dean of Student Affairs
Cultural or generational issues can also play a role. The culture of the US classroom is not homogenous, and expectations for classroom conduct can vary greatly, but they are all informed by the same basic academic values. Students from other cultures who don’t share the same values might not understand implicit expectations for classroom behaviors. MORE on cross-cultural issues.
Furthermore, the millennial generation brings to college a whole new set of values, sometimes quite at odds with the values of previous generations, which can create some friction.
Answer:
Reports of problematic behaviors are on the rise nationally, not only in the classroom but in society at large (Kowalski, 2003).
Some of these immature, irritating, or thoughtless behaviors or “classroom incivilities” include:
lateness or leaving early
inappropriate cellphone and laptop usage in class
side conversations
disregard for deadlines
grade grubbing
sniping remarks
cheating
These behaviors are not just instructors’ pet peeves; they have real costs including:
distracting other students and instructor in class
reducing student participation
lowering other students' and instructor’s motivation in or out of class
affecting fairness in grading
using instructor or TA time unproductively
feeling disrespected as a fellow learner or authority figure
Possible causes
In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them.
The cause can be:
contingent on individual student situations
structural to the course
This distinction is important because it orients us towards the causes we can control.
Contingent on individual student situations:
Students can engage in problematic behaviors because of health problems, personal or family problems, adjustment or developmental issues (e.g., “immaturity” or self-esteem issues), or general academic difficulties. These factors are not controllable, but instructors who feel those are issues are at play can certainly refer students to the appropriate support services on campus:
Health Services
Counseling and Psychological services
Academic Development
Office of the Dean of Student Affairs
Cultural or generational issues can also play a role. The culture of the US classroom is not homogenous, and expectations for classroom conduct can vary greatly, but they are all informed by the same basic academic values. Students from other cultures who don’t share the same values might not understand implicit expectations for classroom behaviors. MORE on cross-cultural issues.
Furthermore, the millennial generation brings to college a whole new set of values, sometimes quite at odds with the values of previous generations, which can create some friction.
Explanation:
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