Promoting Classroom Management Survey

Promoting Classroom Management
in Undergraduate Classrooms
Faculty Survey
ThePromotingClassroomManagementSurveyisafacultyquestionnairewithfourmajorcomponents:(1)Faculty
Background,(2)SeriousnessofStudentIncivilityBehaviors,(3)FrequencyofStudentIncivilityBehaviors,and(4)
StrategiesforManagingClassroomIncivility.Thesurveyitemswerebasedonanextensivereviewofliteratureanddata
collectedfromnumerousfacultyinterviews.Inadditiontoidentifyingspecificclassroomdisruptions,thesurveyaimsto
determineconcretestrategiestomanagethedisruptions.SurveyitemsincludeLikertScale,rankorder,andopenended
questions.Ittakesabout10minutestocomplete.
BarbaraA.Frey,D.Ed
SeniorInstructionalDesigner
UniversityofPittsburgh
bafrey@pitt.edu
2008BarbaraA.Frey
Promoting Classroom Management

in Undergraduate Classrooms
Faculty Survey
I. Background
1.
How many years of teaching experience do you have

a. 0-3
b. 4-7
c. 8-11
2.
What is your faculty status?

a. Teaching assistant
b. Instructor
c. Assistant professor
3.
d. 12-15
e. 16-19
f. 20 or more
d. Associate professor
e. Full professor
f. Other
What is your employment status?

a. Part-time
b. Fulltime
4.
What is your gender?

a. Female
b. Male
5.
What is your race or ethnicity?

a.
b.
c.
d.
6.
White/Caucasian
African American/Black
American Indian
Asian American
e. Mexican American
f. Puerto Rican American
g. Other
Which best describes your course?

a. Required course
b. Elective course
7.
How large is your course enrollment?

a. 0-15
b. 51-100
c. 101-200
8.
What amount of training have you had in dealing with classroom management problems?
a. None (0 hours)
b. 1-3 hours
c. 4-6 hours
9.
d. 7-9 hours
e. 10 hours or more
How serious is the problem of disruptive behavior or classroom incivility in your teaching?
a. Very serious
b. Serious
10.
d. 201-300
e. Over 300
c. Somewhat serious
d. Not serious
How frequent are classroom incivility disruptions in your teaching?

a. Once a week or more
b. Several times per semester
c. Once per semester or less
11.
In general, who are more likely to disrupt your class?

a. Males
b. Females
c. No difference
2008BarbaraA.Frey
II. Student Behaviors

On a scale from 1-5, how serious do you consider the following behaviors?
Please circle your response.
1 = not serious
5 = extremely serious
NOT
SERIOUS
EXTREMELY
SERIOUS
1.
Eating
2.
Disapproving groans/sighs
3.
Sleeping
4.
Using a computer for tasks unrelated to class

presentation
5.
Arriving late or leaving early
6.
Dominating class discussion
7.
Using vulgarity
8.
Challenging your knowledge
9.
Verbally attacking other students
10.
Physically attacking other students
11.
Sending inappropriate emails to faculty
12.
Making threats to faculty or students
13.
Sexually harassing others
14.
Text-messaging
15.
Allowing cell phone to ring
16.
Making sarcastic remarks
17.
Talking to other students about content

unrelated to class
18.
Wearing hats
19.
Nosily unpacking or packing backpacks
20.
Reading the newspaper
21.
Talking out of turn
22.
Making offensive remarks
23.
Acting under the influence of drugs/alcohol
24.
Dressing inappropriately
25.
OtherPlease identify:
2008BarbaraA.Frey
III. Frequency of Behaviors

1 = infrequent
5 = quite frequent
On a scale from 1-5, indicate the frequency of these classroom behaviors:

Please circle your response.
QUITE
FREQUENT
1 or more times
per week
INFREQUENT
1 time per
semester or less
1.
Eating
2.
3.
Sleeping
4.

presentation
5.
6.
7.
Using vulgarity
8.
9.
10.
11.
12.
13.
14.
Text-messaging
15.
16.
17.
Talking to other students about content

unrelated to class
18.
Wearing hats
19.
20.
21.
Talking out of turn
22.
23.
24.
25.
OtherPlease identify:
2008BarbaraA.Frey
IV. Promoting Civility Strategies

Disruptive Classroom Behaviors
Promoting Civility Strategies
From the list below, identify the three behaviors that

occur most frequently in your classes.
From the strategies listed below, select the letter(s)

that are most effective in dealing with the
corresponding behavior.
Example: #7 (Using vulgarity)
BKR
1.
1.
2.
2.
3.
3.
Disruptive Classroom Behaviors

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Eating
Sleeping
presentation
Using vulgarity
Text-messaging
Talking to other students about content unrelated to
class
Wearing hats
Talking out of turn
OtherPlease identify
Promoting Civility Strategies

A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
Ignoring the problem

Addressing the entire class
Speaking privately to student offender(s)
Speaking publicly to student offender(s)
Raising voice above disruptive incident
Sending email to offender(s)
Seeking help from other faculty
Seeking help from teaching assistant
Seeking help from other students in class
Seeking help from campus support staff (e.g.,
counselors, faculty developers, security)
Seeking help from teaching and learning center
Seeking help from department chair or dean
Changing the syllabus or course requirements
Asserting yourself
Punishing with additional quiz
Punishing with pre-determined sanction
Permanently removing student from classroom
Removing student from course
Flickering light switch
Videotaping class session
Pausing lecture until disruption clears
OtherPlease identify
2008BarbaraA.Frey
Additional comments related to promoting civility in your classroom:
Are you interested in receiving additional resources or training?
Thank You!
2008BarbaraA.Frey

Promoting Classroom Management Survey

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Promoting Classroom Management

Promoting Classroom Management

How many years of teaching experience do you have

What is your faculty status?

What is your employment status?

What is your gender?

What is your race or ethnicity?

Which best describes your course?

How large is your course enrollment?

How frequent are classroom incivility disruptions in your teaching?

In general, who are more likely to disrupt your class?

II. Student Behaviors

Using a computer for tasks unrelated to class

Arriving late or leaving early

Dominating class discussion

Challenging your knowledge

Verbally attacking other students

Physically attacking other students

Sending inappropriate emails to faculty

Making threats to faculty or students

Sexually harassing others

Allowing cell phone to ring

Making sarcastic remarks

Talking to other students about content

Nosily unpacking or packing backpacks

Reading the newspaper

Talking out of turn

Making offensive remarks

Acting under the influence of drugs/alcohol

III. Frequency of Behaviors

On a scale from 1-5, indicate the frequency of these classroom behaviors:

Using a computer for tasks unrelated to class

Arriving late or leaving early

Dominating class discussion

Challenging your knowledge

Verbally attacking other students

Physically attacking other students

Sending inappropriate emails to faculty

Making threats to faculty or students

Sexually harassing others

Allowing cell phone to ring

Making sarcastic remarks

Talking to other students about content

Nosily unpacking or packing backpacks

Reading the newspaper

Talking out of turn

Making offensive remarks

Acting under the influence of drugs/alcohol

IV. Promoting Civility Strategies

Promoting Civility Strategies

From the list below, identify the three behaviors that

From the strategies listed below, select the letter(s)

Example: #7 (Using vulgarity)

Disruptive Classroom Behaviors

Promoting Civility Strategies

Ignoring the problem

Additional comments related to promoting civility in your classroom:

Are you interested in receiving additional resources or training?

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