This Q&A was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond –
Question
Dear Jonas,
While I was collecting the first homework in my freshman class, I asked the class what they thought of the assignment. From the back of the room, one young man called out “Well, it didn’t suck.” I was a little taken aback by this! When I was a student I would never have used language like that when speaking to professors or supervisors. I know that students commonly use language like this when talking with one another, but it seemed out of place to speak that way. How should I have responded without making the situation worse?
Signed: C. Mantic
Answer
Dear C. Mantics,
How you as a professor handle what you consider inappropriate behavior depends on your teaching style, the limits of your own tolerance, and your definition of professional. Realize that freshmen, in particular, will test the waters and their new freedom – often inadvertently. There are three categories of student behaviors that need to be considered when determining how to deal with this sort of comment. First, the comment could have been made by a highly problematic student who is confrontational, generally disruptive, and seeking attention. Second, the comment could have been an unthinking, quick and momentary response, with the student immediately realizing his mistake. Finally, it could be made by a student who genuinely does not intend to offend or be disrespectful. This student just doesn’t think about or fully understand the connotations his choice of words might deliver in a college classroom.
There are many ways to respond to this kind of incident/opportunity. Your response will be influenced by the nature of the person making the comment, your established interpersonal relationship with him and the class, where and when it happens, and what is actually said. Note that any of these suggested strategies may be introduced using light-hearted humor, as you see fit, if you are comfortable with that approach.
- Provide a “translation” of the comment yourself in a form more suitable for the classroom and ask the author if your interpretation is correct. For example, my response might be “You *mean* to say that the assignment was meaningful or useful, or not too difficult?”
- Deal with the comment immediately, either directly addressing the individual who made the comment, and/or speaking to the class at that time about general language usage expectations – be mindful to be clear that you are addressing the unfortunate words selected not the personal worth of the one who made the comments. This way, you firmly and quickly, but not pejoratively, make clear that your classroom is the beginning of their professional careers and it is in each student’s best interest to learn about the expected code of behavior in their field. Ideally your syllabus or other document would also provide guidelines in relation to this.
- Don’t say anything when it happens, but speak to the individual about it later in a private setting.
- Reflect on the comment in a later class as part of a general discussion about commonly accepted and professionally respectful behavior.
- Establish a general expectation of “language precision” throughout the course when any category of vague (not just objectionable) terminology is used. Then when this situation occurs, ask the student to translate the statement into a form that clarifies it for the class. This would be in keeping with your established teaching style and practice, and would communicate without dramatic impact.
- Include your definition of appropriate decorum for your classroom and your professional world in the course syllabus, class ground rules, and/or as part of an introductory discussion – also try using specific examples (“a picture is worth …”). If you do this at the start of the semester when establishing all expectations for your course, you can casually and with reason refer back to that discussion or the guidelines if the situation presents itself.
When you do have a discussion, or if an incident creates an opportunity to have a dialogue about professional and appropriate behavior, you may consider raising some of the following points with your students:
We come from a variety of backgrounds and it can help each of us to learn about and respect the values and practices of others with whom we will be interacting – not just in class but for all occasions.
People form impressions about you by the way you speak and behave and this has a major influence on how you are perceived by others. Your words and actions have consequences for you, there can be positive or negative outcomes from the way you choose to present and express yourself.
Your manner of speech and choice of words convey information about your maturity level, professional development, and ability to discern situational differences. Your language conveys to people information about what you think of them.
Think about your audience before you speak. Consider what impression it would make if you were to say that to your supervisor at work (or grandparent, or …). Part of my job as a college instructor in this field is to help you become more sensitive as to how people interact in educational and professional environments; I can help you to help yourselves by raising your awareness of the impact of your words and behaviors.
Now is the time to begin to learn how to best present yourself thoughtfully.
Be consistent and model the behavior you want. Consider distributing written examples of your expectations and illustrate with examples along the way. Remind the students that this is in their own best interests in the long run.
Good luck, or more precisely good luck in promoting professionalism!
Jonas
Quick Tip
Have a look at “Taking Control of the Classroom” by Thomas Bartlett, The Chronicle of Higher Education
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This content was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond.
Browse the complete Index of Teaching Challenges – Chalk Talk