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Behavior Management Strategies in a College Classroom
by Lee Flamand
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Overview
The fundamentals of classroom management at the college level are based upon the effective communication of goals and expectations as well as a willingness to articulate and enforce behavioral standards.
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Communication
Clearly articulating standards and expectations from the start of the class is endemic to fostering a well-managed classroom. Some students may be legitimately confused about proper behavior and etiquette in classrooms at the college level. Proper behavior should be spelled out in the course syllabus and should be covered verbally by the instructor, as well. If a student becomes disruptive, it should be immediately communicated to him or her.
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Limitations and Enforcement
Behavioral limitations, such as whether or not eating and drinking and taking cell phone calls is allowed, should be articulated clearly to all students, both orally and in writing. While it may seem like common sense that students do not talk in class or that they should turn off their cell phones, students often misinterpret the freedom of college life for a lack of limitation in the college classroom.
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Student Preparedness
It should be made clear that it is not only a student's responsibility to himself, but also to others and to the instructor that he or she comes to class prepared. This needs to be communicated clearly and enforced actively. Students who come unprepared should be reminded that it may be reflected in their final grade. It is also smart to remind students that their education, the one they are paying for, is what they make of it. Its real value depends on them. Disrupting the classroom not only makes their own education less valuable, it also makes other students' lass time less valuable, too.
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Instructor Preparedness
Instructors should hold themselves to the same standards as they hold their students. Additionally, instructors should attempt to learn all of their students' names. This reduces feelings of anonymity in the classroom atmosphere and allows instructors to deal with students directly when disruptions arise. It is also a good idea for instructors to articulate student expectations through an explication of the instructor's own corresponding responsibilities.
