ࡱ> Cf  !"#$%&'()*+,-./0123456789:;<=>?@ABgFGHIJKLMNOPQRSTUVWXYZ[\]_`abcde Root Entry F0Q3D Data ^1TableE0CompObjqWordDocument4^SummaryInformation(DocumentSummaryInformation8Bagaaqy23kudbhchAaq5u2chNd8?  tp://www.mwc.edu/inte/collaborations/TIP-IT/tipit162/article_one.html&nNmailto:bafrey@pitt.edu& "DownloadAsset.aspx?id=36631e@@p3&lt;p&gt;Literature review to accompany presentation on Crowd Control: Promoting Civility in the Classroom, Word Document&lt;/p&gt;h3Ghttp://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdf&D!Hhttp://www.mwc.edu/inte/collaboratRoot Entry F }3D Data ^1TableE0CompObjqf  !"#$%&'()*+,-./0123456789:;<=>?@ABgFGHIJKLMNOPQRSTUVWXYZ[\]_`abcdeWordDocument4^SummaryInformation(DocumentSummaryInformation8Bagaaqy23kudbhchAaq5u2chNd8?  C. AikinsOh+'0՜.+,D՜.+,t0   $Q,' Incivility Lit Review Title@$,dpx      08 _PID_HLINKSEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledEktShowEventsA07$ 7http://www.ucalgary.ca/~iejll/volume5/morrissette.html&6d 4http://www2.nea.org/he/advo00/advo0003/feature.html&h3Ghttp://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdf&D!C. AikinsOh+'0՜.+,D՜.+,t0   $Q,' Incivility Lit Review TitleHT\h      _PID_HLINKSEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledA07$ 7http://www.ucalgary.ca/~iejll/volume5/morrissette.html&6d 4http://www2.nea.org/he/advo00/advo0003/feature.html&h3Ghttp://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdf&D!HhtHhttp://www.mwc.edu/inte/collaborations/TIP-IT/tipit162/article_one.html&nNmailto:bafrey@pitt.edu& "DownloadAsset.aspx?id=36631e@@p3&lt;p&gt;Literature review to accompany presentation on Crowd Control: Promoting Civility in the Classroom, Word Document&lt;/p&gt; Ghttp://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdf&D!Hhttp://www.mwc.edu/inte/collaborat%` 5bjbjٕ 4^,;\\\\\\\p8$|p5-^("""""",,,,,,,$-hS0,\v""vv,\\"",!!!v\"\",!v,!!V`)@\\$*" 1ڹ) (+-05-)x0: <0$*0\$*"X!\p""",,v!v"""5-vvvvpppd pppppp\\\\\\ Crowd Control: Promoting Civility in the Classroom Barbara A. Frey. D.Ed.  HYPERLINK "mailto:bafrey@pitt.edu" bafrey@pitt.edu LITERATURE REVIEW ReferenceSummaryBaldwin, R.G. (1999, March). Academic Civility Begins in the Classroom. TIP-IT Online Newsletter, 16(2). Retrieved April 8, 2007 from  HYPERLINK "http://www.mwc.edu/inte/collaborations/TIP-IT/tipit162/article_one.html" http://www.mwc.edu/inte/collaborations/TIP-IT/tipit162/article_one.htmlIncivility is a social problem that has permeated many college campuses. This essay promotes the goal that incivility should be addressed in every classroom. Strategies may include: 1) developing a statement of values and goals; 2) drafting ground rules for dialogue; 3) selecting structured instructional strategies such as debates, role play, and case studies.Berger, B.A. (2000). Incivility. American Journal of Pharmaceutical Education, 64, 445-450.Despite our best efforts, classroom incivilities occur. The following beliefs and attitudes contribute to incivility: 1) irrational beliefs; 2) inaccurate assessment of students knowledge; 3) less competent and responsive teachers; 4) lateness/rudeness/Civility of Campus, Temple University, Tuttleman Counseling Services Division of Student Affairs, retrieved June 23, 2007 at  HYPERLINK "http://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdf" http://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdf This document provides civility guidelines for Temple University. The disruptive student is one who persistently makes inordinate demands for time and attention from faculty and staff, habitually interferes with the learning environment by disruptive verbal or behavioral expressions, verbally threatens or abuses college personnel, willfully damages college property, misuses drugs or alcohol on college premises, or physically threatens or assaults others (p. 2). Prevention strategies include: (1) state expectations; (2) convey empathy; (3) listen carefully; (4) manage anxiety to remain calm; and (5) avail yourself to emotional support. Interventions include: (1) verbally inform; (2) document; (3) involve witnesses, (4) communicate with supervision; (5) begin informal disciplinary procedures. In a dangerous situation, enlist the help of others, especially supervisors, campus security/police, and university counselors.Feldmann, L.J. (2001). Classroom civility is another of our instructor responsibilities, College Teaching, 49 (4), 137-140.The number of incivil actions that take place in our university classrooms is on the rise (Sorcinelli, 1994). Incivility is any action that interferes with a harmonious and cooperative learning atmosphere. Four categories of incivility are: annoyances, classroom terrorism, intimidation, and violence. Faculty must take immediate and appropriate action. The longer the problem is ignored, the greater the action that is required to address it. Hamrick, T.S. (2004, May). Student incivilities. Paper presented at the ASM Conference for Undergraduate Educators, New Orleans, LA.People are much more likely to act with incivility when they are stressed. Students are more likely to exhibit incivilities before or after major exams or projects (p. 1). Using effective listening skills to target the problem and setting boundaries for further interactions are important interventions to help prevent further escalation of the event (p. 2).Heinemann, R.L. (1996). Addressing campus-wide communication incivility in the basic course: A case study. ERIC Document Reproduction Service No. ED 404 701.The degree of incivility varies, but there seems to be general agreement that it is on the rise. Key elements involved in communication aspects of civility: 1) lack of respect; 2) name calling; 3) disqualification from dialogue; 4) threats: Hate incidents related to racist, sexist, religious, and homophobic attitudes are increasing. To address incivility, a Christian College in PA began teaching the language of disagreement, including respectful listening, controversial subjects, and critiquing negative role models.Holton, S.A. (1999) After the eruption, managing conflict in the classroom. Conflict has always been part of the classroom. The range of incivilities go from mild inattention to physical violence. This chapter focuses on more serious conflicts. The Holton Model for Conflict Management has three parts: 1) problem identification; 2) solution identification and 3) solution implementation. Problem Identification considers who, what, when, how and where issues. Solution Identification focuses on developing a positive attitude, establishing ground rules, and developing alternatives. Solution Implementation includes developing a plan of action and determining how to handle conflict in the future.Kuhlenschmidt, S.L. & Layne, L.E. (1999), Strategies for dealing with difficult behavior, New Directions for Teaching and Learning. San Francisco, CA: Jossey Bass Publishers.All faculty are confronted with students who engage in behaviors that are disruptive to the educational process. Following are questions for a problem solving strategy for dealing with disruptive students: 1) What is the behavior? 2) When does it happen? 3) What is going on before, during and after the behavior? 4) Who is involved; 5) Is the behavior harmful? 6) How do you feel about the behavior? 7) What changes would make it acceptable? 8) What did you do? and 9) Did it work?Meyers, S.A. (2003). Strategies to prevent and reduce conflict in college classrooms. College Teaching, 51, 94-98.Faculty members are often unprepared to effectively handle classroom conduct, which may be distressing and disruptive. A range of [proactive] techniques are presented that faculty can use to help prevent the development of negative emotions and conflict in their classes. Recommendations include communicating warmth and sensitivity toward students by remaining enthusiastic and available, establishing a shared course framework by determining course objectives and seeking students input, and helping students develop relationships in class through interactive teaching (p. 94). Dr. A often teaches courses in advanced statistics. Even though students regard the subject matter as exceptionally difficult and dry, Dr. As students become highly invested in the class because of her demeanor. Dr. A encourages her students during each class session and expresses confidence in their ability to learn the material. She emphasizes that course content is indeed difficult to understand at first, but assures her students that they will learn through practice and dedication (p. 95). Although Professor B had not experienced disputes or complaints from students in his human biology class, he felt that they seemed less interested compared with students whom he had taught during previous semesters. Rather than ignore this situation, Professor B decided to seek input from his class during the fifth week of the semester. He asked his students to write down three positive aspects of the course and three suggestions for improvement. His students indicated that they enjoyed the structure of his lectures, the examples that he provided, and the extra credit opportunities. However, many of Professor Bs students also wrote that they felt overwhelmed by the amount of material that they had to master for the exam and criticized the clarity of the textbook. Professor B summarized this feedback for his students the following week. He offered to prepare a study guide for the exams and conduct an optional study session before each test (p. 95).Missed expectations: Incivility in the classroom. (March, 2000). National Education Association. Retrieved May 15, 2008 from  HYPERLINK "http://www2.nea.org/he/advo00/advo0003/feature.html" http://www2.nea.org/he/advo00/advo0003/feature.html Students and teachings regularly fail to meet each others expectations. Five possible ways for classroom incivility to develop: A teacher fails to communicate expectations to students. Students ignore or disagree with expectations set by a teacher. Students fail to communicate expectations to a teacher. A teacher ignores or disagrees with expectations set by students. Students disagree with or are unaware of each others expectations. Morrissette, P.J. (2001, May). Reducing Incivility in the University/College Classroom. International Electronic Journal for Leadership in Learning,5(4). Retrieved April 9, 2007 from  HYPERLINK "http://www.ucalgary.ca/~iejll/volume5/morrissette.html" http://www.ucalgary.ca/~iejll/volume5/morrissette.html Irritating and immature student behavior is time-consuming for faculty to manage and prevents them from teaching course content. More intense encounters leave them stressed, stunned, and shaken. Students are short-changed when classes are derailed by disruptive behavior. Incivil student conduct can be reduced when faculty assume a proactive stance and employ practical prevention strategies. Factors contributing to incivility include: 1) increase in number of emotionally disturbed students; 2) stress of college life; 3) over-crowded classrooms; 4) pressure for desired grade. Strategies to reduce incivility include: 1) use civil language; 2) maintain inclusiveness; 3) teach how to disagree; 4) listen respectfully; 5) serve as role model; 6) use syllabus as contract.Nilson, L.B., & Jackson, N.S. (2004, June). Combating classroom misconduct (incivility) with bills of rights. Paper presented at the Fourth Conference of the International Consortium for Educational Development, Ottawa, ON.The student bill of rights includes items such as: 1) to be treated with respect; 2) to be treated fairly; 3) to receive clear learning objectives; and 4) to receive prompt feedback. The faculty bill of rights includes items such as: 1) to know course material; 2) to be on time and prepared for class; 3) to explain course content; and 4) to assess student work fairly.Reed, R. (1997, June). Strategies for dealing with troublesome behaviors in the classroom. National Teaching & Learning Forum, 6, (6). Retrieved May 15, 2008 from http://www.ntlf.com/html/pi/9710/strat.htmExamples of coping strategies for classroom behavior issues: Talking and inattention Unpreparedness, missing deadlines and tests, and fraudulent excuse making Lateness and nonattendance Challenges to authority Overt hostility Requests for special considerations Sexual hits and sexual harassmentSorcinelli, M.D. (1994). Dealing with troublesome behaviors in the classroom. In K.W. Prichard and R.M. Sawyer (Eds.), Handbook of college teaching: Theory and applications (pp. 365-373). Westport, CT: Greenwood Press. There is national concern over college student behavior that ranges from troublesome to disruptive. Many junior faculty report distressing experiences with classroom behavior. The author states three categories of troublesome behavior: 1) immature behaviors; 2) inattentive behaviors; 3) miscellaneous behaviors. Proactive teacher behavior such as defining expectations, decreasing anonymity, seeking feedback, and encouraging active learning help to prevent problems. When necessary, faculty should be prepared to deal with talking and inattention, unpreparedness and missed deadlines, lateness and inattendance, and direct challenges to authority.      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" % %%a'b'1(Z)[)9*,,-@P-@UnknownGz Times New Roman5Symbol3& z Arial"1h&&Ŧ&Q&Q4d,,2QHX ?m2Incivility Lit Review Lauren Frey Sharon Aikins   DyK bafrey@pitt.eduyK Fmailto:bafrey@pitt.eduyX;H,]ą'cZ$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54DyK Ghttp://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdfyK http://www.temple.edu/assistance/documents/CivilityonCampuspdf2003.pdfZ$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54]DyK 4http://www2.nea.org/he/advo00/advo0003/feature.htmlyK http://www2.nea.org/he/advo00/advo0003/feature.htmlyX;H,]ą'cZ$$If!vh5 54#v #v4:Vl t5 54QDyK 7http://www.ucalgary.ca/~iejll/volume5/morrissette.htmlyK nhttp://www.ucalgary.ca/~iejll/volume5/morrissette.htmlZ$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54Z$$If!vh5 54#v #v4:Vl t5 54CONTENTS    (4<DL Normal.dot2Microsoft Office Word@G@.,@P'ڹ@P'ڹ&@Promoting Civility in the Classroom, Literature Review, Handoutsaikins Mrs. Sharon C. Aikinssaikins Mrs. Sharon