The Responsibility of Instructors for Causing and Preventing Classroom Incivility
According to Morrissette (2001), academic instructors also play an important role in connection with student incivility, especially with respect to certain specific types of incivility, such as disrespect, disruption, and defiance on the part of students, in particular. That is because statements by faculty members in class can provoke negative responses by virtue of triggering retaliation for perceived insults or humiliation experienced by students because of the instructor. As Morrissette outlines the problem:
"Faculty can inadvertently provoke a violent cycle by publicly debasing, humiliating, or invalidating students (e.g., remarking that a question is ridiculous or unworthy of an answer) or by making snide remarks. From a systemic perspective, such antisocial behavior can invite hostile student reactions and retaliation" (Morrissette, 2001).
Morrissette goes on to suggest specific strategies that should be used by college instructors to reduce the occurrence of classroom incivility by avoiding some of the potential triggers. One element of that strategy is to avoid allowing arrogance to "blind them to the fact that incivility often begets incivility. For example, students can feel unfairly criticized, embarrassed, and/or disrespected by faculty who are either unaware of or indifferent to their inappropriate behavior" (Morrissette, 2001). Mills (1998) suggests that faculty "model appropriate behavior" (in Morrissette, 2001), beginning with the way they address students by name. That approach advocates minimizing the existing status differential attributable to the fact that...
Based on the foregoing considerations, it is suggested that the DCMP restructure their existing training programs and administration so that a more unified and centralized plan is in place, as well as providing for better instructor qualifications, evaluation, learning retention and more efficient and effective use of resources which are by definition scarce. These broad general issues were refined for the purposes of this study into the research questions stated
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