3250 Connectivism


3250 – Classroom Management Summary results


Below is the summary of the Classroom management discussion forum completed for my PIDP 3250 assignment #3.  This is part three of the series of postings for classroom management.  I wanted to post the summary here for my own reference as it will most likely be needed in the near future. I really like the compilation of references at the end of this summary.  The summary is very comprehensive as it represents the postings and thoughts that were provided by my many colleagues.  I think working with colleagues from various areas of education and professional life added some interesting perspectives to the summary.

This was a very participatory discussion which included our class instructor, a facilitator, and 10 actively participating classmates.  I want to thank everyone who participated.



Discussion Thread # Postings1 # of Participant2 % of Class Contributed3
References for Classroom Management Strategies 11 4 25
Classroom management techniques 51 10 63
Online classroom management 16 8 50
Class Rules to help with classroom management 27 6 38
Class rules by students & shared with students 3 3 19
Totals:   4 Threads5 108 124 75


  1. Number of replies to the original discussion topic posting
  2. Number of different participants (instructor+moderator+peers)
  3. From the participants tab in the classroom Moodle site=16 participants

                          % of class contribution = # of participants / 16 * 100

  1. Represents the number of different participants involved in the entire discussion forum.
  2. The thread about closing the discussion was not included in the table as this was not an active discussion thread.

 Key points for Classroom Management

–         Classroom management is defined as the process for ensuring that classrooms run smoothly, even in face of disruptive student behaviors.

–         The main concerns voiced by classmates were disruptions by students who speak on their cell phones.  Other concerns were constant questioning of instructor, chatting during class, drifting to online surfing, irrelevant questions asked during class and more.

–         General classroom management considerations for facilitators are summarized below:

  • Find a balance between being too rigid and too flexible in your rules and penalties.
    • A quote from a classmate relates to reaching a “balance” between being too flexible and too rigid.
  • Don’t lose face or your temper when faced with disruptive behavior- be aware of your facial, tone and body language while addressing disruptive behavior
    • Be prepared for disruption and don’t let it phase you
  • Deal with disruption in a way that will not create an overall negative class vibe.
  • Look for any general reason why disruptive behavior is occurring.

This could be boredom, lack of engagement, lack of challenge…. Addressing this will prevent future disruptive behavior.

  • Motivate your students to create a positive and participatory learning environment.
  • Be fair to all students – ensure you are not favoring one group or person over another and vice versa.
  • Instill high expectations to challenge your students – lead by example
  • Focus on developing a positive, professional relationship with your students so that they will want to engage more in the course.
  • facilitator need to familiar with their faculty/learning institution’s student expectations.

–         Specific class protocols to prevent disruptive behavior:

  • Start your course by providing students with awareness of
    • The faculty/school codes of conduct or expectations
    • Your policies, expectations, grading, course materials
  • Consider devising a class devised policy for behavioral expectations related to issues that may disrupt your class such as cell phones, speaking out of term, negative comments…
    • Display these rules so that all students are aware of the rules
    • This will allow ‘ground rules’ and peer-peer accountability
  • Engage students as much as possible in their learning
    • Poll them to establish activity flow
    • Ask students to summarize learning from time to time
  • Establish a professionalism grading system that is discussed on the first day of the class
    • Students must be aware of your expectations for such grading: what is considered breach of professionalism and how are grades established for this area

–         Techniques to Manage student disruption will be discussed below.  Several techniques are considered by our forum.   facilitator should use the technique that they feel most comfortable with in their classroom.

  • Techniques for addressing noise (talking/chatting) disruption:
    • Utilize gentle reminders of rules for everyone – “I want to remind the class of the agreed rule to not talk on your phones during lecture”
    • Use eye contact with the person who is disruptive to obtain their attention
    • Stand by or near the disruptive person while continuing your lecture or class session
    • Stop talking, establish dead silence with or without walking towards the disruptor – till student gets the message
    • Call the student by name as a part of your general conversation: “Sara, what do you think of the xx event?”


  • Technique for addressing interruptive students such as those who continually answer questions, answer disruptively, interrupt class with constant or irrelevant questions
    • Use a white-board to write down questions that are not currently relevant; tell students that you will write some questions on the board in order to save class time; when time allows, you will address the questions.
    • Ask disruptive student (in a polite way) how their comment relates to the topic of discussion
    • Cut across the student’s opinion/comment with a “thanks” for their input and then move on to another student or back to the class topic
    • Conveniently do not “see” the problem student’s hand up when asking questions and hear from others; praise other’s comments as positive reinforcement of appropriate behaviors
    • Ask another student about their thoughts on the problem student’s comment.
    • Ask problem student to play ‘devil’s advocate’ and take your side of the topic under discussion to convince other students of your point of view
    • Use eye contact with problem student while they are chatting or being disruptive
    • Walk over to the problem student(s) and stand by him/her/them; perhaps even gently lean by their desk.
    • Call for a break in the class to change the class flow
    • Change class topic or direction all together
    • Assess for general class flow and should possible increase in engagement or motivation
    • Gently point out general rule of class that is being broken: “class, please remember no phone calls during class”, “class, please remember our rule about interrupting others while they are speaking”


  • Techniques to address constant and persistent disruptions
    • Give your disruptors the benefit of the doubt and speak to them privately in order to bring concern to their attention
      • Bring problem to their awareness
      • Review your expectations
      • Seek an explanation for the disruption in order to see if there is anything you can assist with; example, student maybe bored.
      • Be respectful at all times; do not lower yourself to the level of the student if they are trying to bait you.
      • Establish an agreed future expectation that you both agree with and establish consequence for breaching expectation


  • Techniques addressing class disruption from cell phones:
    • Address cell phone related rules in your “house rules” if this is a concern to you
      • Also address consequence of breaching rules; establish consequence but be careful not to be too rigid, nor flexible (be reasonable)
    • if your rule is no cell phones, be transparent about consequence of breach of your rule; remember not to be too rigid, nor too flexible
      • an approach could be to ask a student who is expecting an important call to let you know beforehand and have them sit in back of the class where the phone will be least disruptive to the rest of the class; phone should be placed on silent mode and vibrate for notification
    • ask students to put their phone on silent mode and off their desks where they can cause a class disruption
    • if students have to answer their phones, ask them to leave class; ask these students to sit in the back in order not to disrupt their fellow classmates by going in and out of the lecture.
    • Make a general gently class comment reminding the class of your rule regarding cell phones, “hey guys, this is a reminder that I find cell phone use to be distracting for my lectures”.
    • Privately ask students who break the rules as to why they are doing this? Establish if they are bored? Not being challenged or engaged in the class?

Key points for Online Classroom Management

            With the increase in online course participation, our forum considered various online classroom management concerns and how to address them.  Some management techniques are common for online as face-to-face classrooms.

  • Online facilitator must:
    • Be organized as students are led by example
    • Set clear expectations at the beginning of the course, establish due dates, policies, rubrics, expectations
      • This can be done by videos, podcasts, pdf documentation and/or any form of communication that will reach all students and will be available for future reference as needed
    • Be in sync with the class to not miss any comments or problems that arise so that comments do not get out of control
    • Be aware of potential misinterpretations of ‘text-based’ communication – as there is no tone and no face-to-face communication value, misinterpretation can easily occur
    • Be aware that relative anonymity can lead to empowerment in a negative way
    • Constantly check class ‘vibe’ through assessment of comments and posts in order to ensure students are not being disruptive due to boredom, lack of engagement, and lack of understanding of their role/expectations in discussion settings
    • Understand the level of online capability of participants and ensure adequate assistance for those who need online support.  For example, a student may post with caps lock as they do not know this means yelling (this should be covered in your day one general policy);


  • Online course class management techniques:
    • Anticipate controversy and set expectations accordingly; be ready
    • Look for signs of conflict and unease by assessing tone and changes in postings, interactions and comments
    • Be supportive to all students and guide students so that they do not become frustrated; help them work through their possible frustrations
    • Address interpersonal conflict directly and as soon as it occurs; be respectful to all parties and respect their confidentiality
    • Encourage critical thinking based on facts and not emotions; remind students to try to push emotions out-of-the-way; ask students to support thoughts with some sort of literature support to help them support their thoughts.
      • Controlling emotions will help decrease personal conflict and encourages a professional environment
    • Encourage and establish an area for students to be able to post discussions, vent difficult topics, and seek assistance/clarification
      • Facilitator should regularly check this site in order to offer assistance if no peer assistance has been offered
      • Facilitator should allow some peer collegiality here; as students help one another, they will form a supportive bond online
      • Facilitator should positively reinforce and support peer-to-peer support when observed, “nicely explained Jane, thank you for the clarification”
    • Use Podcasts, videos and other media that will help convey emotion related to ‘voice’ and ‘expression’
    • Address interpersonal conflict directly and as soon as it occurs; be respectful to all parties and respect their confidentiality
    • Address conflict or disruptive behavior as you would in the non-online class: speak (or email) to the student, clarify rules/expectations/ramification of rule breach and seek reason behind disruptions


Although there are a lot of pointers in this document, the class generally agreed that we all have our own styles, beliefs and degrees of comfort with respect to how we approach classroom management.  This document was created to bring various approaches to our awareness.  It is up to the individual facilitator to choose the method that works for them in a given situation.



Reference sources:  

Articles (these are all linked to the articles)

Effective Classroom Management: Finding the balance between too rigid and too flexible

How to avoid being a helicopter professor

Manage disruptive behavior in the classroom

Handling specific disruptive behaviors

7 Tips for better classroom management

10 Steps to Conflict Resolution

Classroom Management: Finding the Balance Between Too Rigid and Too Flexible

Room setup options for the adult seminars, classroom, or conference

Strategies for dealing with difficult behavior

Transparency in Teaching: Faculty share data and improve students’ learning

Managing controversy in online classroom

CBC announces end to anonymous online comments

25 forum posting etiquette tips

An effective learning environment is a shared responsibility

Encouraging self-directed learning in the classroom

Student mental health needs attention

Creating class rules:  a beginning to creating community

Creating and Implementing effective rules and consequences



University of Victoria: Managing your classroom

University of Victoria: Mana gaging students Online





Barkley, E. F. (2010). Student Engagement Techniques – A Handbook for College Faculty. San Francisco, CA: Jossey-Bass.

Lemov, D. (2012). Teach like a champion field guide: A practical resource to make the 49 techniques your own. San Francisco: Wiley, John & Sons.



Adult training techniques, how to deal w/disruptive learners

Best Classroom April Fool’s Prank ever

Top 10 Classroom Management Tips for teachers

50s Teaching Education Film on Classroom Management








3250 – Discussion Forum – moderator experience


For PIDP 3250, we were asked to moderate an online discussion forum.  My first thought here was OMG! Really? I don’t know how to do this. What do I do and how do I do it? Where do I start and where do I find out what to do? Needless to say, I was very worried.   The course coordinator, Doug was very good and gave me a few pointers.  He also defined my role to be one of a ‘facilitator of discussion’ using the assigned topic.  I referred to his email instruction a few times during the active forum.

I started with doing research on my topic of classroom management. I read a few articles and reviewed this topic from my PIDP 3100 course materials.  I felt that I understood the topic at a level where I could moderate a discussion.

Next, I wrote down several discussion topics related to classroom management. I planned to start my discussion with one topic and as the topic was exhausted, move to another topic.   Once the first topic was discussed, the direction of the forum changed in a way that my original topics did not seem applicable. I had to modify my topics for discussion accordingly. 

I posted my first topic asking peers to share their classroom management concerns. I did define the topic in order to start colleagues thinking along the same line. Much to my surprise, many different points of concern and discussion arose. It was hard not to just post an opinion and at times, I couldn’t resist. I had to keep in mind that my role is to get everyone thinking and talking.  It was also a struggle at times as I felt that we had exhausted all points. When this happened, I worked on moving the discussion to a different classroom management topic.

Overall, this was challenging and fun.  If I had to do it again, I would do the same things but I feel I will be more effective as I know what to expect, how people respond to questions, what type of questions get people involved/thinking.

At the end, we were asked to submit a forum summary. This was something new as well. I totalled all responses, formulated a statistical look at the references and responses. I also devised a list of future references that were offered by peers.   The last part of the summary is a discussion of the  main points for each topic.  This was very difficult as I went through all research, articles, and points of view.  It took a lot of time and was very challenging to organize.  

At the end of this exercise, I am very appreciative of the experience and hope to apply it in my own future teaching. I also learned how to communicate as a moderator and participant (in other forums) in an online forum which was something I had not done in the past.

3250 – Classroom Inclusion

ponder_it.jpgEver sit in a small group an not feel like you are part of the group? Ever feel like you don’t belong and that you are not like the others in the group?  If so, you probably didn’t feel good in such a setting.  You probably wanted to leave this group in search of a group where you felt valued and included.

In a way, our classroom is just such a group setting.  It is comprised by several individualizes with a somewhat common current learning objective coming together from all walks of life to learn.  As facilitators, it is our role to ensure that everyone feel included and that we establish a learning environment that encourages our students to take safe risks, make errors and learn accordingly.

How do we do this? There are many resources such as this article for strategies to inclusive teaching.  However, I think the most important part of implementing any strategy is to role model such behaviour in a genuine manner for your students.  Be positive in your feedback and make the students feel good about themselves and their opinions. Help students realize that each person’s perspective is a gift that they are offering the group.




3250 – Applying some teaching strategies

PowerPoint rescued:  I’m naming this as my starting point.  Today, I tried a new approach and used PowerPoint for my lecture but placed several small 3-5 minute video clips where students could watch simulation of various psychomotor skills that they were expected to gain.  With each video, we practiced application of the skill in class. Then showed new slides and next video and implementation of skills.

It worked like a charm. I just received a great email from a student thanking me for this session.  It was fun, engaging and interactive.  Student problems could be sorted out by peers as well as instructors walking about the room.  By the time we reached the clinical simulation lab, students had already been exposed to basic skills.

So, my personal conclusion is PowerPoint is only a tool that can be used in a weak manner or in a unique and challenging manner. It’s up to you.

On the negative side, I have to mention that this was a lot of work/planning/organization and more.  However, with the nice feedback received, it was well worth it.

I think my PIDP teachings is starting to change the way I teach.  Thanks PIDP teachers.

3250 – Asking the right question


Spend 4 minutes paying attention to questions that matter.

Students ask one question that is content related per month.

Spend time to really listen to question so that you can really hear with not only your ear but your heart.

Take your problem…..spend 4 minutes to write down your question about your problem…..check out your questions, are they related to your problem??????  They may or may not be. You can look at your questions to see if the problem you thought you had was really what you were trying to solve. Deep thoughts!

Ask the right questions in the right  situation! This can be a gift to you and the world around you.


3250 – Rhetorical Question


Rhetorical Question is a question that is asked but an answer is really not expected; it is a question meant to make the listener think. For example, “are you really going to wear that?”

I like using such questions in my lectures to help my learners think beyond the lesson.  “Would you want this to happen to you?” related to a negative result from a poor clinical decision choice.  I think it helps strengthen the topic and helps learners think about the negative ramifications of the improper procedure/decision.  I also use such questions to emphasize great results. “Now, who wouldn’t want to do such a great job!”.

When used appropriately, this is a strong teaching tool.

3250 – Application of Bloom’s Taxonomy

Bloom’s taxonomy is used as foundation to help facilitators identify and further develop their teaching in order to obtain higher level thinking skills.  The link here is a great summary of the taxonomy, it’s uses and verbs that can be applied to our teaching. I wanted to include it in my blog for my future reference. It is comprehensive, includes outcomes and questions that can be asked at each level.