Classroom Management: Considerations

Lesson Delivery

Laptop Use

What the Research Shows

Some faculty ban laptops due to research showing they can distract learning. Studies ^[9] link non-academic laptop use to poorer performance, while others find handwritten notes more effective^[8] and laptop multitasking disruptive to nearby peers.^[10] However, enforcing bans, especially on mobile phones, can be challenging and may conflict with teaching styles or the use of digital tools.

Ultimately, the decision should align with your teaching philosophy, goals, and approach. If a full ban is not suitable, consider alternatives such as using active learning strategies, setting device-free periods with clear rationale, moving around the classroom to maintain engagement, or integrating technology meaningfully into lessons.

Improving lesson interactivity can also reduce distractions, as device misuse may stem from disengagement rather than the technology itself.

Forming Student Teams

Working in groups or teams on a joint task or assignment is a regular feature in SMU's active learning pedagogy.

What Research Shows

Meta-analyses by David Johnson, Roger Johnson, and Karl Smith (168 studies) show that cooperative learning significantly outperforms both competitive and individualistic approaches, improving academic performance by about half a standard deviation across a wide range of tasks—from basic knowledge to complex problem-solving. It also enhances outcomes such as self-esteem and positive attitudes toward learning.

These findings are reinforced by Springer, Stanne, and Donovan,^[12] whose analysis of 39 STEM studies found that small-group learning leads to higher achievement, more positive learning attitudes, and greater persistence compared to traditional approaches.

Recommendations to Enhance Learning Dynamics in Student Teams

Before Group Work

• Clarify goals: State both academic objectives and desired social skills (e.g., teamwork, working with diversity).
• Form diverse groups: Mix backgrounds, skills, and abilities to enhance learning and real-world readiness.
• Avoid self-selection bias: Limit full self-formed groups to prevent cliques; consider partial instructor assignment.
• Optimise group size: Keep groups small (ideally ≤5) to maintain motivation and accountability.
• Rotate teams: Change groups at least once to reduce prolonged conflicts.
• Use assessment as support: Include peer evaluation or incentives to manage group dynamics and encourage collaboration.

During Group Work

• Assign group roles (e.g. manager, skeptic, educator, and conciliator), which can be useful for students who are unfamiliar or unskilled at group work.
• Regularly observe group interactions and progress, either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively.

After Group Work

Individual Reflection (Before Discussion)
Ask each student to complete the following prompts:

Last Time (Reflection on Past Experience):

• What worked well in the group?
• What did not work well?
• What did I contribute positively?
• What could I have done better?

Next Time (Looking Forward):

• What kind of group dynamics would I prefer?
• What role would I like to take on?
• What working methods or practices should we adopt?

Group Discussion (Collective Reflection)

• Share key reflections with group members
• Identify common strengths and challenges
• Agree on 2–3 specific improvements for future collaboration
• Set clear expectations for roles, communication, and meetings

Action Planning

• Document agreed changes (e.g., meeting norms, task allocation)
• Assign roles and responsibilities
• Revisit these agreements periodically

Optional Tools (SMU)

• Use PSFS (Peer and Self Feedback System) for structured peer and self-evaluation
• Use PET (Peer Evaluation Tool) for customised feedback questions

These tools support ongoing feedback, accountability, and self-reflection, helping students improve collaboration over time.

Other Practical Classroom Considerations

Attendance:

• Use multiple methods (TA records, sign-in/out sheets, in-class submissions)
• Inform students of consequences (e.g., possible “F” for excessive absence)
• Escalate cases of prolonged absence (≥3 weeks) to school management

Missed/Late Work:

• Clearly state policies and penalties in the course outline

Academic Integrity:

• Reinforce expectations verbally and via announcements
• Direct students to library resources on plagiarism
• Emphasise that all submitted work must be original; violations carry serious penalties

Consultations:

• Offer scheduled slots (first-come, first-served)
• Use tools like Google Docs or Zoom for coordination and flexibility
• Encourage students to set an agenda in advance
• Record sessions (with consent) for review or sharing where appropriate