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After the Eruption: Managing Conflict in the Classroom.
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Holton, Susan A. – New Directions for Teaching and Learning, 1999
To manage classroom conflict effectively, college faculty need to be able to identify and analyze the problem and find solutions. Problem identification addresses who is involved; nature of the conflict; when it happened; where it happened; resolution attempts; and consequences. Solution identification includes developing a positive attitude;…
Descriptors: Behavior Standards, Classroom Communication, Classroom Environment, College Faculty
Incivility in Dyadic Teaching and Learning.
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Tiberius, Richard G.; Flak, Edred – New Directions for Teaching and Learning, 1999
The normal conflicts that arise as a result of teacher/learner interaction rarely cause open incivility, but they can generate powerful emotional tensions that can destroy the relationship if they are not detected and remedied early. A five-step process is offered for repairing and rebuilding damaged relationships between college students and…
Descriptors: Behavior Standards, Classroom Environment, College Faculty, College Instruction
Promoting Internal Civility: Understanding Our Beliefs About Teaching and Students.
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Kuhlenschmidt, Sally L. – New Directions for Teaching and Learning, 1999
A common variable in uncivil behavior is strong emotional reaction. If distressing emotion in the college classroom could be moderated, inappropriate behaviors might be reduced. One model of rational emotive behavior therapy offers insights into the sources of teachers' and students' emotional responses and the effects on the learning and teaching…
Descriptors: Behavior Standards, Classroom Environment, Classroom Techniques, College Faculty
The Prevention and Cure of Campus Disputes.
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Hebein, Richard – New Directions for Teaching and Learning, 1999
Institutional approaches to alternative dispute resolution can offer students and faculty a safe, non-judgmental environment for addressing disputes and promoting campus civility. Issues discussed include ways to promote an institutional atmosphere of civility; creation of structures for conflict resolution and alternative dispute resolution; use…
Descriptors: Advocacy, Behavior Standards, College Administration, College Environment
Faculty Responsibility for Promoting Conflict-Free College Classrooms.
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Anderson, James A. – New Directions for Teaching and Learning, 1999
College faculty and students play important roles in maintaining a tension-free, democratic, and effective learning environment for a diverse student body. Although many instructors feel unprepared to manage disruptive or harmful behaviors, they must receive training to learn to negotiate difficult dialogs, especially as the student population…
Descriptors: Behavior Standards, Classroom Communication, Classroom Environment, College Faculty
Strategies for Dealing with Difficult Behavior.
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Kuhlenschmidt, Sally L.; Layne, Lois E. – New Directions for Teaching and Learning, 1999
A problem-solving strategy for dealing with disruptive student behavior in the college classroom is outlined. It uses a series of questions designed to provide perspective on the problem and aid in generating responses. Steps include clarifying the problem, identifying critical elements, describing context, analyzing emotional and behavioral…
Descriptors: Behavior Patterns, Behavior Problems, Behavior Standards, Classroom Environment
Civility, Leadership, and the Classroom.
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Richardson, Steven M. – New Directions for Teaching and Learning, 1999
By helping faculty collaborate to enrich their teaching abilities and by supporting them when faculty/student relationships occasionally fail, the department chair models leadership skills that faculty themselves can use. The skills of leadership correspond very closely to good teaching skills, and can be combined with the skills of principled…
Descriptors: Administrator Role, Behavior Standards, Classroom Environment, College Faculty
Students Behaving Badly in Large Classes.
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Carbone, Elisa – New Directions for Teaching and Learning, 1999
By adopting interactive methods and being sensitive to students' concerns, teachers can minimize uncivil behavior, even in large classes. Solutions found helpful by a number of faculty members focus on several issues, including setting clear expectations, addressing majority needs and rights, taking a proactive approach, and personalizing large…
Descriptors: Attendance Patterns, Behavior Standards, Classroom Environment, Classroom Techniques