In this session both groups reviewed two cases focused on classroom management and discussed how areas of the motivational framework might be applied. The first case was about a Professor having to repeat a lesson to frustrated students who then exhibited disruptive behavior as their response to being denied explanation by the instructor. The second case presented a situation where there was repeated disruptive and antagonistic behavior by the students.

In the first case, participants noted how there seemed to be a lack of self-reflection or awareness from the instructor as well as disrespect or disingenuousness when asking the students if they had any final questions but was not intending on answering anything. The instructor needed to reflect on the clarity of the lesson and the wording of the questions. With regards to the motivational framework the group noted two parts:

Competence: The instructor might try to assess student learning in pieces with specific exercises and activities paired with the lesson to measure students’ understanding of the lesson.

Inclusion – The instructor might work on his/her own discourse and demeanor with students. The goal is to avoid being dismissive.

Meaning – Ask students what they understand and then build from there.

Attitude – ask students how they might prefer a repetition of the material, polling them on what delivery methods you might use to further explain/illustrate a lesson.

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In the second case we talked about how important it is to have meaningful relationships with each students and it’s worthwhile having individual discussions about controlling behaviors to find resolution to issues or problems happening in the classroom.

Inclusion – It’s important for instructors to model/encourage respect and find ways to share their authority with students when/where appropriate.

Attitude – sometimes a teacher’s attitude may need adjustment, not just a student’s

Meaning – Instructors may want to consult with students privately to get a the root of issue/attitude especially when expectations from the teacher/student are mismatched.

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