Should Syllabi Communicate Expectations Regarding Appropriate Classroom Behaviors?

Authors

  • Richard Wesp East Stroudsburg University of Pennsylvania
  • Maryanne Kash Office of International Programs East Stroudsburg University of Pennsylvania
  • Joshua Sandry Department of Psychology New Mexico State University
  • Lanae Patton Psychology Department Millersville University of Pennsylvania

Keywords:

communication, syllabus

Abstract

We considered how accurately students predicted their instructor’s expectations regarding appropriate classroom behaviors.  Our intent was to demonstrate that expectations vary across instructors, and that students are often unaware of their instructor’s personal standards for classroom behavior.  To this end, on a class-by-class basis, we evaluated how well students in 8 undergraduate Psychology classes estimated how irritated their instructor would be about several student behaviors within the classroom.  We demonstrated that students frequently failed to accurately predict their instructor’s expectations and also that instructors differed in expectations regarding appropriate classroom behavior.  Findings support prior speculation that instructors hold no commonly agreed upon standards for classroom behaviors.  Since instructors differ in expectations, students cannot rely on an assumed universal set of rules that define appropriate classroom behavior.  Given the potential for misunderstanding we recommend that instructors clarify their classroom expectations in the syllabus.

Keywords: college students, classroom behavior, classroom management, individual differences, classroom interactions; communication; syllabus

Author Biographies

Richard Wesp, East Stroudsburg University of Pennsylvania

Professor of Psychology

Maryanne Kash, Office of International Programs East Stroudsburg University of Pennsylvania

ESU assistant coordinator of National Student Exchange

Joshua Sandry, Department of Psychology New Mexico State University

Doctoral candidate in Experimental Psychology

Lanae Patton, Psychology Department Millersville University of Pennsylvania

Graduate student School Psychology

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Published

2013-04-10

Issue

Vol. 2 No. 2 (2013)

Section

Articles

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