How can you use the information about incivility?

Tom Jones suggests Linda Nilson's piece on a "student generated code of conduct" (available on the web at www.uottawa.ca/services/tlss/iced2004/pages/nan.htm  listed in the Readings section of this tutorial) as perhaps the best approach to avoid classroom incivilities from the very start of the semester. The codes of conduct or bills of rights can emerge out of informal group discussions and could be facilitated by the teacher drawing up a menu of possibilities. This approach will often result in the students constructed more stringent guidelines than expected. It stands to reason that if students construct a code of conduct, they will respect its provisions and enforce them. Is it reasonable to assume that students will resent a set of rules imposed on them without discussion ("That's so high school!").

In an interview, Jones was asked how instructors can use the material from his book.  HIs response was: "My hope is a professor will find it easy to join others in informal discussions of the issues and topics that have the most relevance (Let’s hear it for the 60s!). Faculty should have little trouble applying their expertise and experience to the various chapters in the book. Workshops, brown baggers, and teaching circles are some of the occasions a book like this can fit nicely. An individual professor, of course, can pick and choose among the topics represented in each chapter. The next step? Flip the book over to access the discussion questions and materials...............

Perhaps a 'brown bag' discussion about classroom incivility is appropriate on your campus.  The topic is one that is being discussed in many forums and seminars.  A tool to start the discussion has been provided on the bottom of this page.  It is interesting to first determine what your colleagues think 'classroom incivility' means.  You might want to have a 'book club' approach to the topic by reading Tom Jones' book, The Missing Professor, An Academic Mystery / Informal Case Studies / Discussion Stories for Faculty Development, New Faculty Orientation and Campus Conversations, and discuss it with your colleagues.

Jones also shared the following as a useful activity:

" A few years back, while preparing for a course on history and film, I had the opportunity to read a fascinating book by Robert B. Ray, entitled The Avant-Garde Meets Andy Hardy (Cambridge, Mass.: Harvard University Press, 1995).  Professor Ray uses a Surrealist game called th "Exquisite Corpse," as one approach for his students to critique and analyze films.  His version of  "The Exquisite Corpse" game is one I would recommend for use in a variety of classrooms.  Anytime students are being asked to describe, analyze, and discuss something, this intellectual game can be just the ticket to get things started (and, possibly, to assess what students learn).

Besides initiating discussion, the "Exquisite Corpse" can be used for writing assignments--during or following the class period.  Students select some of their favorite collaborative metaphors generated in class discussions and use them as topic sentences for writing paragraphs about the object of study--be it a painting, literary character, etc.  The paragraphs students write can be "descriptive, analytical, speculative, anecdotal, conjectural, critical," or even "lyrical."

At the weekend seminar we were asked to use this tool and describe 'incivility' using and noun and two adjectives.  We did this as individual, and then were asked to form small groups and agree on one metaphor to share with the larger group.  Some examples of metaphors for incivility from the groups include: "clanging, jingling zippers" (students packing up their backpacks before the end of class) "snoring, snorting posture", "musical beeping objects" (cell phones).

Consider the following as suggested additions:

"Civility in the classroom and respect for the opinions of others is critical in class. You may not agree with everything which is said or discussed in the classroom, yet courteous behavior and responses are expected. To optimize teaching and learning, all of us share a responsibility in creating a civil and non-disruptive atmosphere. You are expected to conduct yourselves at all times in this classroom in a manner that does not disrupt teaching or learning."

• You are expected to be on time. Class starts promptly at x. You should be in your seat and ready to begin class at this time. Class ends at x. Packing up your things early is disruptive to others around you and to myself.
• Classroom participation is a part of your grade in this course. To participate you must attend class having prepared the materials for the day. Questions and comments must be relevant to the topic at hand.
• Raise your hand to be recognized.
• Classroom discussion should be civilized and respectful to everyone and needs to be relevant to the topic we are discussing. We need to hear a variety of viewpoints. This can only happen if we respect each other and our differences.
• Electronic devices such as cell phones and pagers must be turned off during class, unless you have informed me ahead of time that you are expecting an emergency message.

"Neither instructor nor student should be subject to others’ behavior that is rude, disruptive, intimidating, or demeaning."  As the instructor I will:

• Start and end class on time.
• Treat all students with courtesy and respect.
• Be open to constructive input from students in the course.
• Ensure that opportunities to participate are enjoyed equally by all students in the course.

As a student you are expected to:

• Come to class on time, and refrain from packing up belongings before class ends.
• Turn off all electronic devices that might create a disruption in class.
• Be quiet and give full respectful attention while either instructor or another student is speaking.
• When speaking, use courteous, respectful language and keep comments and questions relevant to the topic at hand. 

 (Taken in part from UCSC's website.)

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