Crowd control

'Crowd control' may seem a somewhat inappropriate or unpalatable term to be using in the context of university teaching. It is, however, an issue requiring consideration in a context of greater student numbers, large classes and a learning situation foreign to most if not all new students. Below are a few ideas that have worked for some teachers to ensure large groups of students can learn together effectively:

1. Be sure your preparation for the class is sufficient to warrant the students' commitment.
2. Recognise the shared responsibility, yours and your students', for the effectiveness of the learning environment. Briefly outline this to the students in the first lecture. It is not just your responsibility.
3. Set clear groundrules and without labouring the point outline why adherence is necessary.
4. Be sure to follow your own rules and expect the students to do likewise. Be prepared to express controlled irritation when rules are not being followed. Do this early and you will not need to do it often. Attentive students will appreciate you for this. Unruly students are likely to change their behaviour or leave.
5. Put yourself in their shoes - Is what you are expecting of them reasonable? Is how they are responding to what you are offering reasonable?
6. Get to know at least some of your students. Be able to address them by name. Anonymity mitigates against control. More positively, rapport enables greater understanding of the students' learning needs and an earlier identification of difficulties.
7. Be strategic in dealing with difficult situations arising with students. Avoid direct and public confrontation. Identify 'problem students' and seek explanations and resolutions to difficulties outside of the class.
8. Use the physical space effectively. This may mean walking up the aisles on occasions during the lecture. Physical proximity usually serves to exercise control. It could mean waiting near the back row and walking to the front when it is time for the lecture to start (this gives the students a good cue to quieten down).
9. Don't wait for it to happen. Spend a little time contemplating what difficulties might occur and identifying what strategies you might use to address them. Be aware of department, faculty and University sanctions and procedures.
10. Recognize your legitimate role in the class (particularly new lecturers). The University has faith in you as a teacher. You have been asked to do this job and are being paid to do it. You are seen as having the expertise. Be (or at least appear to be!) confident.

Previously published in First Class!. (1997). Issues of Teaching and Learning, 3(1)