Why students shouldnt talk during class.

* First, it is rude. Second, it won't help you if you don't learn. By talking you are telling the teacher that what you say is more important than what they are saying. You might miss important info and you won't know how to do your homework. It might also be on the test and you would miss the question. If you are doing a test the teacher would think that you were cheating and give you a 0.
Being respectful in class is important to the social structure of the educational environment. Without a certain degree of respect it would distract a lot of our valuable attention, and direct it away from our daily learning. This greatly would hinder our learning abilities and minimizes our educational benefits. The dilemma that we face is that a lot of student to not know how to present the proper behavior in class. The good thing is good classroom educate is an easily obtainable skill, but a perishable skill as well before we learn how to demonstrate good classroom behavior; we must first learn the benefits of good behavior. Disrespect in class causes havoc and disorderliness. For instance If one were to speak out of turn not only would it upset the follow class mate because they did not get a fair chance to speak, but it would give the impression that other people can speak out of turn as well. If ever one spoke out of turn there would be no way to accomplish any thing. There will be too many interruptions, and some students will miss the opportunity to express their ideas. Respecting other and proper educate is the only way to keep order in the classroom.
So how do we establish order in the learning environment? It is too simple. It is vital to speak when called upon, so students can get a fair chance to express their ideas, and solution. Plus this helps to alleviate distracts and annoyances. Talking out of turn is not the only distraction. Students should not get up, or leave on their own accord as well. However it is acceptable to ask to be excused.It is also important to be mindful of other pupil’s thoughts, ideas, emotions, and feeling. Spite, and animosity just agitates the concept of learning. Students should give each other constructive criticism, and listen to each others thoughts. It is also important to address the instructor by title (Mr., Mrs., Ms., Miss., Dr., Prof., Sir, Ma’am.), and address all your comments, concerns, and questions towards the instructor in a polite manner.Respectful behavior in classrooms is easy. However just as easy as it is, it is even easier to forget to utilize this skill. One must make a habit of being respectful. It is a system you must employ on a day-to-day basis. If followed the method and example of classroom educate I have previously displayed will help make a more relaxing, and less stressful learning environment. * Respondent #1 (female, assistant professor, humanities): Since I have a clause in my syllabus that states that I will not tolerate disruptive student behavior, and I do consider talking while I’m lecturing a disruption, I wouldn’t think twice about asking them to take the conversation outside. However, I’m not being as harsh as that sounds. It’s not as if students commit one infraction of syllabus rules and they are out the door. I feel that the students in my classes, who are traditional-aged college students (18-22), are old enough to understand and use simple courteous behavior. If, after one explicit request to stop the disruptive behavior and after the subtle hints from their classmates to stop (as noted in the example above), then I would ask students to leave the classroom. * Respondent #2 (male, adjunct, humanities): I had this happen just this week in one of my classes. The two women were giggling about something. I couldn’t tell if it were class-related or not. We were dealing with some material that might have made some of the students just a little bit uncomfortable–enough to make people prone to giggling nervously. I called on the two students by name and told them that they were making me feel bad since they were having a good time and I didn’t know what it was about. I then postulated that it was similar to being on a road trip with multiple cars, where there always seems to be one car in which everyone is having a really good time. That’s the “cool car.” Everyone wants to be in the cool car, as they are singing, dancing, and making in-jokes. This approach caught them off guard, and as a class we batted around experiences of not being in the “cool car” for about two minutes. Since everyone was talking more freely at that point, I then directed our attention back to the slightly uncomfortable material at hand and the conversation picked up. What I liked about this approach is that it communicated that the behavior wasn’t appropriate at the moment, but it did so without explicitly naming their behavior as bad. What’s more, it allowed me to get us even more engaged in the class discussion. It’s worth mentioning that I have a good relationship with this class, and I’m not sure if this exact approach would ever work again. But I’ve found slightly self-deprecating humor to be one of my best tools for defusing bad class behavior. (It’s of course worth noting that my particular subject position makes this approach possible where it perhaps wouldn’t be for others.)Respondent #3 (female, instructor, humanities): My response would depend a bit on the personalities involved, but most of the time, I use proximity. I walk over and stand right near the chatting pair, maybe even between them. I continue talking to the class, so my attention is on the rest of the class, but my body language makes it clear that they need to stop talking. This works most of the time. If I’m too far away for that approach to be practical, I throw their first names into what I’m saying. For example, “Yes, you need to use documentation. Cathy! When you cite your sources — Carl! — be sure to use an accepted ….” (The insertion of names into a lecture can be effective in getting them to jerk their heads up — and then they will listen carefully to figure out what the heck they missed. But I don’t use that approach if the student involved is the class clown type who loves attention.) With some students, I stop and say directly, “It’s distracting to talk over your chatter. Please stop talking while I’m trying to explain this.” Then I stare at them until they stop talking. Then I just continue on with whatever I was saying, with my attention focused on the class. I rarely have to do that. Usually proximity works fine. If it was a recurring problem, I’d talk to the students individually, outside of class, and explain my expectations for classroom behavior. I’ve actually never had to take it that far.
Students should be :
 Stay focused. Keep your eyes on your teacher, on the blackboard or on the overhead projector screen. If you randomly look around the classroom, your teacher may feel that you aren't paying attention to the lessons. Come to class well-prepared. Be sure to bring any materials that you will need for class, including paper, pens, pencils and your textbook. If your teacher asks you to bring something specific to class, be sure to bring the item to class. Remain quiet during class unless your teacher gives you permission to talk. If you wish to talk during class, simply raise your hand and wait for your teacher to call on you. Never just call out answers or questions during class because you can disrupt the flow of the lesson. Shut off your cell phone during class. A ringing cell phone, especially one with a musical tone, can disrupt a class. It's best just to turn your phone off when you are in class. Stay in your seat during class. Raise your hand and ask your teacher for permission if you need to leave your seat for any reason. Once given permission to leave your seat, exit your seat or the classroom quietly causing as little disruption as possible. Show your teacher respect. Listen to your teacher when he is talking and follow all directions your teacher gives you.
There is no one right answer to the question of how much control to exert over the students in a large class. Each faculty member must decide what kinds of behaviors are acceptable in his or her classroom and what kinds of behaviors are intolerable. Do you not mind a few latecomers as long as they take their seats quietly? Or would you rather students not come at all if they cannot get there on time? Control styles range from authoritarian to laissez-faire. An authoritarian lecturer is likely to march up the aisle toward a student who is about to leave early and ask him, in front of five hundred of his peers, where he is going. The laissez-faire lecturer often does not mind side talking, newspaper reading, or other errant behavior as long as it takes place in the upper tiers of the lecture hall and is not a distraction to the students who have chosen to sit up front (Carbone, 1998). And many faculty fall somewhere in between these two ends of the spectrum.
It is important to determine what you expect of your students before the first day of class, so that on that first day you communicate these expectations firmly and clearly. Robin Sawyer (Department of Health Education, University of Maryland) spent many years teaching middle school and high school before joining the faculty at the University of Maryland. He says that in many ways, college students are just big high school students. The twenty minutes he spends going over class rules on the first day of class remind him of his days in public school, but, he says, “It saves me incredible grief down the road.” He has found an exponential decrease in behavior problems that stems from expressing his expectations on the first day of class. “You wouldn’t think you’d have to talk about these things to twenty-one-year-old college students,” he says, “but you do.”
I spoke with Rachel, a freshman at a large university where every one of her classes has over two hundred students. She says she and her fellow students are happy to live up to teachers’ expectations for conduct, but want to know about these expectations at the outset. In one of Rachel’s classes the teacher has just started, in midsemester, to berate students for being late. “She never said anything about how she wanted people to come in on time, and now she’s telling us she had this expectation and we’re getting yelled at for it,” said Rachel. She has noticed that the teacher’s anger, along with the students’ feeling that they were not forewarned, has damaged the rapport in the class. If you are reading this and thinking, “But students should know that coming in late is rude!” think again. Some teachers do not mind lateness and never show
STUDENTS BEHAVING BADLY IN LARGE CLASSES 37 annoyance over it. They feel as though students are paying for the class, they may have to travel a long way across campus from a previous class or come to class straight from a job, and their lateness is their own business. Many students agree with this sentiment. The only way for students to know if they have landed in a class where lateness (or any other behavior) will not be tolerated is for this expectation to be laid out clearly.
It does not hurt to repeat the rules of conduct on the second day of class
(since some of the students who most need to hear them may not have shown up on the first day) and periodically throughout the semester, especially if students seem to be forgetting them. It is also helpful to include your expectations in the syllabus, so students will come across them when double-checking the due date for a paper. Jack Osman (Department of Health Science, Towson University) hands out with the syllabus a separate sheet of behavioral expectations, which include his rules about tardiness, attendance, classroom conduct, and cheating. Each student is required to sign a statement at the bottom of this sheet that he or she has read the list and agrees to abide by the rules. It is not a contract, since Osman does not countersign, and he does not collect them but requires students to keep them in their notebooks. If a problem arises,
Osman calls students’ attention to the list and their signature and reminds an offending student that he or she has made a commitment to behave otherwise.
Tara Torchia (Department of Health Education, University of Maryland) notes that when laying down the law on that first day of class, it is important not only to tell students how you expect them to act but also to explain why. “It’s not just, ‘Because I told you so and I’m the teacher,’” says Torchia. She lets them know that she wants no side conversations, no one coming in late or leaving early, and no one reading the newspaper “because it’s distracting to me and to other students.” Giving them an explanation is part of setting a tone of respect, says Torchia. She also gets students to agree to codes of conduct. On the first day of class she asks them if they think one minute is enough time for them to pack up their notebooks and backpacks before leaving for their next class. “Does anyone think that’s not enough time?” she asks. Once students have agreed that they can complete this noisy task in one minute, she promises to let them out one minute early each class, so that the commotion of packing up will not interfere with her lecture. If she then notices the beginnings of noise before this oneminute cutoff, she looks at her watch and says, “It doesn’t look like time to pack up to me.” Students quiet down and wait for her signal. Torchia says that giving students explanations and asking them for their agreement with behavior codes lets them know that they too must take responsibility for creating a positive learning environment in the classroom.