Classroom incivilities

Boice, Bob

doi:10.1007/bf01730110

Cited by 152 publications

(163 citation statements)

References 16 publications

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“…Boice (1996) stated that the behaviors of the teachers as keeping distance, their indifferent and cold behaviors and lecturing fast and discouraging the students from attending the course are the most important two factors in the disorder of the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Studies show that effective teachers consistently contribute to the student success (Boice, 1996;Muijs & Reynolds, 2002;Kyriakides & Creemers, 2011). In several studies conducted about the classroom environment, it was inferred that the quality of student-teacher relations is related to the academic motivation and attitudes of the students towards school (Eccles et al, 1993).…”

Section: Introduce the Problemmentioning

confidence: 99%

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Teacher Behavior Unwanted According to Student’s Perceptions

Yildirim¹,

Akan²,

Yalçın³

2016

IES

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This study was conducted in the aim of revealing the misbehaviors of the teachers according to the perceptions of the students. In the study, semi-structured interview was done with 8th grade 45 students, 20 males and 25 females, from three secondary school determined through purposive sampling. The interviews were analyzed with content analysis, one of the qualitative research methods. All the data was coded and grouped as sub-theme, theme and main theme. As a result of the analysis, it was determined that misbehaviors of the teachers according to the perceptions of the students was collected under two main themes as relations and learning process. Misbehaviors of the teachers related to the relations was divided into 4 themes as being unfair, violence, communication barriers, characteristics. And violence was divided into two sub-themes as physical and psychological. Misbehaviors of the teachers related learning process was collected under three themes as boring classes, assessment and evaluation and classroom management.

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Section: Discussionmentioning

confidence: 99%

Section: Introduce the Problemmentioning

confidence: 99%

Teacher Behavior Unwanted According to Student’s Perceptions

Yildirim¹,

Akan²,

Yalçın³

2016

IES

View full text Add to dashboard Cite

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“…2 Thus, immediacy is accomplished when teachers are able to reduce or eliminate feelings of aloofness and social distance, which may be perceived by students as lack of caring or even incompetence, and to increase a sense of ''approachability.'' 3 Instructional immediacy is behavior that reduces the perceived distance between instructor and students.…”

Section: Introductionmentioning

confidence: 99%

“…3,4 A positive environment may be achieved when communication with the student is the focus of ''classroom-climate inquiry.'' 4 In computer-mediated communication, or e-mail, tone can serve as a surrogate for these nonverbal and verbal intentions that are important in creating immediacy.…”

Section: Introductionmentioning

confidence: 99%

Faculty and Student Expectations and Perceptions of E-mail Communication in a Campus and Distance Doctor of Pharmacy Program

Foral

Turner

Monaghan

et al. 2010

American Journal of Pharmaceutical Education

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Objective. To examine faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Methods. Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Results. Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. Conclusion. E-mail is an effective means of computer-mediated communication between faculty members and students and can be used to promote a sense of community and inclusiveness (ie, immediacy), especially with distant students.

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“…Another study found that students are entering college more "overwhelmed and damaged" with 28% of students feeling frequently overwhelmed 14 . The implementation of active learning in the classroom often requires students to take a more active role in the classroom and some students may be resistant to this type of learning 15 . Disruptive behavior that may occur during active learning sessions often includes: disparaging the instructor, arguing with classmates, inattentiveness and side conversations, and active cell phone use during class.…”

Section: Introductionmentioning

confidence: 99%

Disruption in Large Classes during Active Learning Sessions

Catton¹,

Galang²,

Bulk³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Large class sizes are increasingly common in mechanical engineering undergraduate courses due to increased enrollments of undergraduate students with a disproportional investment to faculty numbers. Simultaneously, active learning is promoted to faculty members over traditional lectures due to published findings of improved student learning. Active learning typically involves a break in the lecture to allow for problem solving, discussion, or other activities. One common type of active learning in large classes is classroom response systems (e.g. clickers). Based on classroom experience, the use of active learning with classroom response systems in large classes, particularly in the first year, can lead to a disruptive learning environment. In this preliminary study, a 1 st year course and a 4 th year course (n=120 and 135, respectively) were surveyed in Fall of 2015 to quantify student's ratings of active learning with classroom response systems and disruption. The student's impressions of active learning (e.g., interactive clicker problem solving) were assessed using a survey at the end of the course. Students were overwhelmingly positive about the advantages of active learning (>80% responded favorably) in the both courses. However, the students in the 1 st year course had less positive feedback on active learning and higher ratings of disruption in the classroom than the students in the 4 th year course (34% rated as disruptive in 1 st year, 14% rated disruptive in the 4 th year). The class rank, where higher values represented a greater number of years past secondary school, was positively correlated with rankings of a more disruptive environment suggesting that nontraditional students may find active learning more disruptive. This preliminary study suggests that using classroom response systems (clickers) in the 1 st year curriculum with large class sizes may lead students to feel that the class was disruptive and that active learning was not as positive of an experience as active learning environments later in the curriculum.

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Classroom incivilities

Cited by 152 publications

References 16 publications

Teacher Behavior Unwanted According to Student’s Perceptions

Teacher Behavior Unwanted According to Student’s Perceptions

Faculty and Student Expectations and Perceptions of E-mail Communication in a Campus and Distance Doctor of Pharmacy Program

Disruption in Large Classes during Active Learning Sessions

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