How to Handle the Tardy Student

The class starts at 8 a.m., but students keep arriving at 8:02, 8:05, 8:10, etc. They're missing the first part of class, which is valuable instructional time. And, not only are they missing part of your class, but they are disrupting the learning of students that show up on time. So what do you do?

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip29.aspx

Tips on Deterring Tardiness

Tardiness is disruptive to the learning process. While it may be unavoidable on the rare occasion, unattended or unnoticed tardiness can persist and become chronic. The following tips are provided to assist in deterring this problem

1. On the first day of class, review your policy on tardiness.

More importantly, adhere to it. If you are considering making exceptions, keep in mind that while the student who is asking for an exception may have a very legitimate reason, you don’t know what sacrifices the other 20 students made to arrive on time. Also, allow for some flexibility in your policies. For example, some faculty give their students one "pass" that they can use towards being late, no questions asked.

The following policy comes from a college instructor at Moravian College:"Tardiness to class is not only detrimental to the learning process but quite disruptive and unfair to those who make it to class on time regularly. Recurring tardiness shows a lack of respect for the classroom, the instructor, and one’s fellow students and will not be tolerated. Therefore, once the door has been shut, you will not be permitted to enter." (Rosen, Joel Nathan. "Writing 100 Course Syllabus." Moravian College. Accessed October 8, 2008. http://home.moravian.edu/public/regis/syllabiproject/pdfs/200670/writ100g.pdf)

2. Model promptness by starting on time and ending on time.

3. Have a routine at the beginning of class that students would hate to miss (e.g. a warm up activity related to the topic, an in-class writing assignment worth a few points that can not be made up, a homework quiz that they have the first ten minutes to work on together, etc.). Whatever the activity, it should not be interrupted or extended for latecomers.

4. Have logical consequences for being late.
Do not reteach the class or stop what you are doing. Hold the students responsible for obtaining any missed information, handouts, etc. and make this policy clear at the onset.

5. Speak privately to chronically late students.
Remind them that you are on their side and you want them to succeed, but according to the syllabus...

6. Specifically acknowledge the late student(s) by saying something like "Hello. How are you today?" However, this does not support #3 and 4 above, but it may better suit your style.

References
Reed, Rosalind. "Strategies for Dealing with Troublesome Behaviors in the Classroom." October 1997, Vol.6 No.6. The National Teaching and Learning Forum. Accessed October 8, 2008. <http://www.ntlf.com/html/pi/9710/strat.htm>
Rodriguez, Lisa. "Classroom Management." 2008. 4Faculty.org. Accessed October, 8, 2008. <http://www.4faculty.org/includes/108r2.jsp>
Rosen, Joel Nathan. "Writing 100 Course Syllubus." Moravian College. Accessed October 8, 2008. <http://home.moravian.edu/public/regis/syllabiproject/pdfs/200670/writ100g.pdf>
Texas Tech University, "Civility in the Classroom: Tips for Dealing with Troublesome Behavior." Faculty Guide. 2001-2002. Accessed October 8, 2008. <http://www.depts.ttu.edu/studentaffairs/vpsa/publications/civility2002.pdf>

Preparing for Difficult Moments in the Classroom

You're talking about abortion or race or politics or religion, and emotions start to run high. How do you handle it? How do you teach students that the classroom is a safe place to openly discuss ideas?

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip16.aspx

"Difficult or 'hot' moments can occur when students are experiencing conflicted feelings, which can rise to a point of threatening the teaching and learning environment. For some of us, they are the very stuff of classroom life. For others, these moments can stifle learning." (Lee Warren, Harvard University) The challenge is to manage ourselves and to make these moments opportunities that students can learn from. Consider the following:

1. Establish norms or ground rules early in the semester which will deter "personal attacks." For more information, see Teaching Tip 13 at http://www.lcc.edu/cte/resources/teachingtips.html

2. Model being open to multiple perspectives through your feedback, body language, etc.

3. If a student has made an offensive remark, say something like "Many people think this way. Why do they hold such views? What are their reasons?"

4. To help students reflect on and bring closure to this experience, ask students to write about the issue either in or out of class. You might even ask them to write from a position they most disagree with.

5. It might be appropriate to talk privately after class to students who have been the most embroiled in the discussion. Acknowledge their experience and try to help them learn something significant from it so that they keep coming to class with an open mind.

6. If a student breaks down in class, acknowledge it and ask them if they would like to remain or take a short break. After class, find the student and ask if you can be of assistance. If appropriate, refer them to an [RCTC] counselor.

7. Don't avoid the issue even if it seems out of context in your course. Avoiding offensive remarks tells the offending student that it is okay, and the other students that they are not safe from it.

8. If you are unable to resolve the situation in the moment, tell students that this is an important issue and you will return to it later. This gives you time to plan strategies. It also lets students know that you take such situations seriously.

For more information see the following
Warren, L. "Managing Hot Moments In The Classroom." Derek Bok Center For Teaching And Learning, Harvard University. October 2000.

Rapport in the Classroom: Responses and Respect

From: http://learningandteaching.dal.ca/taguide/RapportiClassroom.htm

Students are often very hesitant to speak out in class. Questions go unasked and unanswered, students remain silent because they are afraid to lose their self-esteem by being put down in front of their classmates.

Here are some hints for creating a more open, rewarding, and responsive classroom environment.


1. Listen to what students say without comment. Use eye contact, non-verbal cues such as a nod, and facial expression to indicate that you're interested.

2. Don't dismiss student comments with a vague phrase such as "uh-huh," or "okay."

3. Don't interrupt student comments or responses.

4. Try to incorporate student comments and responses into your material.

5. Encourage students to respond to each other by inviting them to comment on a remark a classmate has made.

6. Write good responses or comments on the board to emphasize the value of student contributions to your class.

7. If you are not sure what a student is asking, ask some questions which will help you clarify. Don't say, "I don't understand what you mean."

8. If you cannot answer a question, be frank with the class. Ask for help; maybe one of the students can give an example to help you out.

9. Repeat and paraphrase student answers. This shows that you were listening, helps you check that you understood what the student meant, and ensures that everyone in class hears what was said.

10. Never try to capitalize on students' confusion by ridiculing or joking about incorrect responses. "Humour" of that kind is bound to backfire and create the very kind of inhospitable climate that you are trying to avoid.

11. Never deter questions by saying, "Well that was really straightforward. I don't suppose there are any questions, are there?" You can bet there won't be.

Schedule Breaks

My thanks to Jodeen for the following tip:

In class, after introducing a new technique or concept that challenges the students to go beyond their skill level, I like to schedule "breaks." This usually turns out to be a class period when I try to schedule about three different activities that are fun and don't require heavy concentration. Some of the activities include:

1. showing a film that pertains to something we've been studying (even if it "remotely" pertains)

2. using icebreaker games, and if applicable, regrouping students for the game so that they interact with people they don't usually group with

3. playing other games that I have invented that pertain to our lessons but don't require assessment

4. reading aloud to the class

5. having the class free write on a topic we don't usually study--a current event, perhaps, or something funny--and then having a large discussion

6. drawing, or inventing cartoons that visually demonstrate a concept we've been learning about

I also try to schedule break times after they have just handed in a major assignment or project that they've been working hard on. Scheduling breaks gives all of us a bit of downtime.