Having a clear plan for your teaching is an essential part of establishing an effective learning environment. Having the ‘Module Delivery Plan’ fully completed for example will contribute to communicating expectations to students.  Providing clear introductions to the module, teaching team and assessments will also contribute to this – particularly in audio/video format as well as per the Learning Capture Framework. 

When teaching commences consider the following: 

• Establish learning expectations: The expectations of active learning approaches need to be introduced to students,: set out what is expected from them as active learners but also what they can expect from you in terms of support, feedback and resources. Proactively invite students to share their thoughts and learning challenges. Let them know they can approach you with any academic, technical, or personal concerns that may impact their learning. 

Additionally, maintain an awareness of and accommodate diverse learning needs, ensuring inclusivity in activities, resources, and access to support.  Refer to these resources on inclusive teaching for more practical approach.   

• Establishing community rules: these should be student led.  Chris Friend, an advocate of the Humane Classroom, establishes a new set of what he calls policies with his students each semester [https://chrisfriend.us/connections/]  

Strategies for student engagement 

Learning is an active and social process and as such has implications for the strategies that used in teaching and also the expectations on the students.  As noted above, not all students many have experienced active learning approaches and so taking time to explain why this approach is used and the expectations can be a useful first step.  Ideally this should be communicated across a course. 

The table linked summarises actions that can be taken to motivate students (Adapted from Fry et al, 2009 p 35-36)

Teacher-student relationships 

• Get to know your students 
• Use names where possible 
• Interact with students regularly 
• Make use of the course hour 

Dealing with disruptive students 

What is disruptive behaviour? Gómez Mármol et al., (2018) defines disruptive behaviour as inappropriate behaviour of a student that can obstruct learning and teaching in a classroom.  

What are some examples of disruptive behaviour?  

• Yelling and screaming  
• Repeated, unauthorized use of cell phones in the classroom  
• Repeatedly interrupting others or speaking without being recognized  
• Persistent and unreasonable demands for time and attention  
• Words or action that have the effect of intimidating or harassing another  
• Words or action that cause another to fear for his or her personal safety  
• Threats of physical assault  

Before considering how to deal with disruptive behaviour in the classroom, it is worth considering the diagram in this link that further explains why some students exhibit these behaviours. 

 

How can you deal with disruptive behaviour?  

• Set Clear rules staff should co-create classroom guidelines with students. Begin by collaboratively setting clear expectations about acceptable behaviour, focusing on positive language to emphasize what students should aim to do rather than a list of prohibitions. Engage students in this exercise at the start of the semester, perhaps during the introductory session, to help them understand the purpose and importance of the rules. This shared approach fosters a sense of ownership and accountability, making it more likely that students will respect and follow the agreed-upon guidelines. Remember to revisit and refine these guidelines regularly throughout the year to keep them relevant and meaningful. 

• Rapport with students is incredibly important. Finding the right balance with learners is vital. You want to be friendly and approachable without being a pushover. Your approach needs to change with different classes (Class size/format of the session), with some students requiring a firm approach and others less so. Consider student profile data (demographics) in advance of the class.  

• Learning students’ names is highly important. Finding out a little bit about their backgrounds, their interests, and treating them as individuals will not only help you understand them better but also help you prepare lessons that are relevant to their interests and needs. 

• Develop a flexible teaching style and recognise when students aren’t interested in the lesson you have prepared for them! The ability to sense the student’s mood and motivation can help control disruptive behaviour. 

• Build a team atmosphere Encourage students to work more collaboratively and solve problems together. 

• Don’t lose control and start shouting: This never works. Avoid using sarcasm even if you think it’s funny – your students won’t understand it. Be a good role model by behaving in a way that you want your learners to behave. If you are constantly late to class, your student will not take you seriously. 

• Model Professional Behaviour: Emphasize the importance of workplace and professional conduct, making it clear that punctuality, respect, and responsibility are expected behaviours. Model these behaviours yourself, as students are likely to take cues from your actions. 

• Support and strategies: If you think your student has a learning difference, talk to them and try to find out how you can support them. There are strategies you can work on together to help both you and the student. 

How can you Respond to Disruptive Behaviour 

• Immediately ask the student to stop the behaviour.  
• Speak with the student privately after class about their conduct.  
• Document in writing the situation and your actions.  

When you talk privately with the student... Consider   

• Be specific about the behaviour that is disruptive.  
• Explain the affect the behaviour has on your ability to teach and the class’s ability to learn. 
• Address what you observe about the behaviour, e.g., communicate your concern.  
• Allow the student to respond and listen carefully to their words.  
• Restate your expectations for the student’s future behaviour. 

The shift to online education has introduced unique challenges and opportunities for classroom management. This guide provides an academic approach to managing online classrooms, drawing on research and theory to support best practices. 

Establishing an Effective Online Learning Environment 

• Structure and Clear Communication: Effective online learning environments rely on clear structure and communication, which increase student engagement and reduce the likelihood of misunderstandings or disengagement (Bolliger & Martin, 2018). Also, a Module Delivery Plan that outlines objectives, schedules, and assessments helps set expectations and provides a roadmap for students (Garrison, Anderson, & Archer, 2000). 

• Platform Familiarity: To ensure that students can engage effectively, it’s essential to introduce them to the online learning platform. Technological self-efficacy—a student’s belief in their ability to use online tools—positively impacts engagement and reduces anxiety (Eastin & LaRose, 2000). Introductory sessions or tutorials on the platform can alleviate initial uncertainties (Martin & Bolliger, 2018). 

Setting Rules and Expectations 

• Establishing Online Etiquette and Community Guidelines: Setting ground rules for respectful and productive interactions online is essential to creating a positive virtual learning space. Research suggests that student-led rule formation enhances ownership and accountability (Hew & Cheung, 2012). Chris Friend’s (2020) Humane Classroom model emphasizes collaborative rule-setting, where students participate in developing norms, encouraging a respectful and inclusive online community. 

• Clear Participation Expectations: Students in online classes often benefit from explicit guidance on what constitutes active participation, such as regular logins, engagement in discussion forums, and prompt assignment completion. According to Zimmerman and Kitsantas (2005), self-regulation—the ability to set personal learning goals and track progress—is critical to online learning success, and clear participation expectations can support self-regulation skills. 

Strategies for Online Student Engagement 

Research indicates that online students require varied, interactive content to maintain engagement (Dixson, 2015). Fry et al. (2009) suggest several motivational strategies that enhance learning: 

• Stimulating and Meaningful Content: Content that students find personally relevant increases motivation and intrinsic engagement (Deci & Ryan, 1985). Using real-world examples or problem-based learning can help contextualize material. 

• Collaborative Learning: Online courses should encourage collaboration, which supports social learning and creates a sense of community (Garrison et al., 2000). Breakout rooms, discussion boards, and group projects are valuable tools for peer engagement. 

• Adaptive Feedback: Providing timely, constructive feedback is critical in an online environment, where students may feel isolated and disconnected from their instructor (Kuh et al., 2005). Feedback should focus on the learning process to encourage student growth and persistence (Black & Wiliam, 1998). 

Teacher-Student Relationships and Managing Disruptive Behaviours Online 

• Building Positive Virtual Connections: Developing rapport with students is essential for an online environment where face-to-face interactions are limited. Research by Martin, Wang, and Sadaf (2018) underscores the importance of instructor presence and regular communication in online settings to enhance trust and motivation. Using students' names, acknowledging their contributions, and holding virtual office hours all help in building rapport (Moore, 1989). 

• Addressing Disruptive Behaviour: Clear expectations and a positive teacher-student relationship can minimize disruptive behaviour, but incidents may still arise. Disruptive behaviours—such as inappropriate chat messages or unwarranted interruptions—are best addressed privately, with specific feedback on how the behaviour affects the learning environment (Miller, Ferguson, & Byrne, 2000). 

• Modelling Appropriate Behaviour: Teachers should model the behaviour they expect from students, as observational learning plays a significant role in online settings (Bandura, 1986). Behaving professionally, consistently, and with empathy sets a standard for students to follow. 

What is Resilience? According to Michael Ungar (2013), ‘Resilience is both the capacity of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their wellbeing, and their capacity individually and collectively to negotiate for these resources to be provided in culturally meaningful ways’. Ungar suggests that for individuals to be resilient, they should be encouraged to become aware of the resources they need and be able to access them from their environment for the purpose of managing and/or overcoming adversity.  

Key Components of Personal Resilience 

• Self-Awareness: Understanding personal strengths, weaknesses, emotions, and triggers. 
• Self-Regulation: Managing emotions and behaviours in response to stress. 
• Social Support: Building and maintaining relationships that provide emotional and practical support. 
• Positive Outlook: Maintaining optimism and a focus on solutions rather than problems.

 

Strategies for Developing Personal Resilience 

Cultivate Self-Awareness: Self-awareness involves understanding your emotions, stress triggers, and coping mechanisms. Academics can use self-awareness to recognize when they are feeling overwhelmed and take proactive steps to address stress before it escalates. 

• Reflective Practice: Engaging in self-reflection through journaling or reflective writing helps academics identify stressors and patterns in their behaviour. Moon (2004) suggests that reflective practice is a key tool for enhancing self-awareness and developing personal resilience. 

• Mindfulness: Mindfulness practices, such as meditation and deep breathing, can improve self-awareness and reduce emotional reactivity. Kabat-Zinn (2003) introduced mindfulness-based stress reduction (MBSR) as a method of enhancing emotional regulation, a critical component of resilience. 

Action Steps 

• Spend a few minutes each day reflecting on emotional responses to academic stressors. 

• Incorporate mindfulness exercises to cultivate presence and reduce anxiety during high-pressure times. 

 

Manage Emotional Responses: Managing emotional responses effectively is crucial for resilience. Emotional regulation helps you stay composed during stressful situations, such as when deadlines loom or research projects face setbacks. 

• Emotional Intelligence: Emotional intelligence, the ability to recognize and manage your own emotions and those of others, has been linked to increased resilience. Goleman (1995) argues that emotionally intelligent individuals are better able to regulate emotions and handle stress effectively. 

• Cognitive Reappraisal: Reframing negative thoughts and experiences helps reduce the emotional impact of stress. Gross and John (2003) found that cognitive reappraisal leads to better emotional outcomes, making it a powerful tool for fostering resilience. 

Action Steps

• When faced with academic stress (e.g., research challenges or student issues), take time to reframe the situation: What can you learn? How can this setback enhance your growth? 

• Practice techniques such as breathing exercises or grounding methods to manage emotional responses in the moment. 

 

Develop a Growth Mindset: A growth mindset—the belief that abilities can be developed through effort—has been shown to increase resilience. Academics who adopt a growth mindset are better equipped to handle challenges, view failures as learning opportunities, and persist in the face of difficulties. 

• Dweck’s Mindset Theory: Dweck (2006) posits that individuals with a growth mindset are more resilient because they embrace challenges, learn from failures, and remain motivated to improve. 

Action Steps 

• When facing academic setbacks, such as rejected publications or challenging students, remind yourself that these experiences are opportunities to grow and improve your skills. 

• Set learning-oriented goals rather than solely focusing on performance outcomes. This shifts the focus from the result to the process of development. 

 

Build a Supportive Network: Social connections are critical for resilience. Having a network of colleagues, mentors, and friends who provide emotional and practical support can help academics navigate professional challenges. 

• Social Support Theory: Research by Cohen and Wills (1985) shows that social support acts as a buffer against stress. Academics who foster strong connections with colleagues and peers are more resilient to the demands of the profession. 

• Mentorship and Collaboration: Wang et al. (2019) emphasize the importance of peer support networks in academia, showing that collaborative relationships contribute to increased resilience and reduced burnout. 

Action Steps

• Build relationships with colleagues through networking, shared projects, and informal socializing. Engage in academic communities that provide opportunities for collaboration and support. 

• Seek mentorship from senior academics who can offer guidance, perspective, and encouragement. 

 

Maintain Work-Life Balance: Maintaining a healthy work-life balance is critical for long-term resilience. Academics often face the challenge of balancing teaching, research, and administrative duties with personal life, which can lead to burnout if not managed properly. 

• Work-Life Boundary Theory: Research by Hill et al. (2001) suggests that establishing clear boundaries between work and personal life can help reduce stress and prevent burnout, thereby enhancing resilience. 

• Self-Care Practices: Luthans et al. (2007) argue that physical self-care—exercise, sleep, and nutrition—supports psychological capital, including resilience. A well-rested and physically healthy body contributes to a resilient mind. 

Action Steps

• Set clear boundaries for work hours, avoiding the temptation to constantly work on evenings or weekends. 

• Prioritize self-care by scheduling regular exercise, relaxation, and time spent on hobbies or with family and friends. 

 

Learn from Setbacks and Failures: Failure and setbacks are common in academia, whether it’s a rejected paper, a grant application that didn’t succeed, or challenging student evaluations. Resilient academics see these moments as opportunities for growth and learning. 

• Learning from Failure: Research by McGuinness (2011) shows that learning from failures, rather than avoiding them or being derailed by them, is a key trait of resilient individuals. By reflecting on these experiences, academics can develop better strategies for future success. 

• Critical Reflection: Schon (1983) highlights the importance of reflective practice in learning from difficult experiences. Academics can use reflective practice to analyse what went wrong and identify steps for improvement. 

Action Steps 

• After experiencing a professional setback, reflect on the situation using questions such as: What went wrong? What could I have done differently? What have I learned? 

• View criticism or failure as constructive feedback, using it to enhance future performance.

 

Practice Self-Compassion: Self-compassion involves treating oneself with kindness during difficult times, rather than being overly critical. Neff (2003) argues that self-compassion promotes resilience by helping individuals recover from setbacks without being consumed by self-criticism or negative emotions. 

• Self-Compassion Practices: Self-compassion allows individuals to acknowledge failure or imperfection while maintaining a sense of perspective and emotional stability. This mindset can prevent burnout and sustain long-term resilience in academics. 

Action Steps

• When you make a mistake or face a setback, practice self-compassion by reminding yourself that challenges are part of being human and not a reflection of personal failure. 

• Engage in self-care activities after periods of intense work or stress, such as taking a walk, reading for pleasure, or spending time with loved ones. 

 

Building Resilience as an Online Educator 

Teaching online can lead to increased stress due to technology issues, student engagement challenges, and potential burnout (Sutton, 2020). Resilience—the capacity to manage and recover from adversity—is crucial for sustaining effective online teaching (Ungar, 2013). Strategies include: 

• Self-Awareness and Reflection: Journaling or reflective practice allows educators to identify stress triggers and develop coping strategies (Moon, 2004). 

• Social Support Networks: Peer support among educators provides emotional and practical resources, reducing isolation and fostering resilience (Cohen & Wills, 1985). 

• Work-Life Balance: Establishing boundaries and setting limits on working hours can prevent burnout (Hill et al., 2001). 

 

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