In the first article I wrote for The Reflector, as a second-semester freshman, I lamented the lack of participation in auditorium classes, blaming what I called the “classroom bystander effect” and encouraging students to participate. However, I am now a junior, and perhaps I am more cynical, but I have noticed an opposite problem in my smaller seminar classes that irks me just as much. There are not just classroom bystanders but also equally dangerous and consistently infuriating classroom bullies.
The classroom bully always has a comment and questions about the importance of the material. He or she never believes what the professor says and always seeks to prove both the professor and fellow students wrong.
However, the classroom bullies never seem to have strong reasons for their arguments. They show this blatant disregard for the feelings and time of others, choosing to express opinions every couple of minutes for the sake of appearing intelligent. In the process, they make everyone else in the classroom uncomfortable.
Of course, I am not talking about people who just disagree with a professor or a classmate. I believe the best classes involve passionate discussion and varying opinions about a particular topic, but these worthwhile classroom disagreements require respect and order.
I am also not talking about students who speak a lot in a particular class for the sake of the professor. I ultimately believe the instructor could encourage better engagement with a participation grade, but I also recognize that the few students in that type of classroom environment have no choice but to drag out conversation.
I am, nevertheless, urging my peers to pay attention to their level of respect for others in their classes. I understand the temptation to take over conversations because I find myself constantly excited in class about the literature I read. Sometimes, I will even become the classroom bully who spits out multiple ideas with no regard for the people around me who have not had the chance to voice their thoughts. But, over the years, I have started trying to pace my comments.
I want to become a student who actively listens to my classmates, respects my professors as experts in their fields and contributes to class thoughtfully. When I disagree with my peers and professors, I want to show that I still respect them as people with important ideas and then articulately voice my own.
The Mississippi State Honor Code states, “As a Mississippi State University student, I will conduct myself with honor and integrity at all times.” All students at MSU have agreed to follow this code, and I believe to abide by these lines we have to think about the ways we treat each other, especially in class.
This semester, I once again encourage students to fully participate in class, but I want to note that participating involves listening, understanding and respecting, as well as voicing opinions. MSU has many incredible faculty members and bright students who all deserve the chance to share their ideas, and whether you sit in a crowded auditorium or a seminar class with only fifteen people, every person in the room is entitled to respect.
But sometimes, even when the majority of people approach class discussions with this mindset, some students and even professors struggle to handle the few who do not. The American Library Association recognizes the problems that arise from discussions and provides a few tips about dealing with what they call “interrupters, mic hogs and meanies.” The ALA stresses the importance of identifying disruptive overtalking, using empathy, being vocal about your role as a leader or participant in the discussion and re-centering the conversation on the topic. These few actions can often prevent rude, hostile and sometimes mindless interruptions.
Overall, I do not want to be a classroom bystander or a classroom bully this year. I hope to fall in between these two extremes by thinking about the people around me in a conscientious way, and I hope to employ the tips I have learned to minimize distractions when I am the one leading the discussion.
Every student’s goal should be to learn new things in the classroom. That is why we go to school in the first place, but we are not just learning about engineering or political science or history. We are learning how to be productive, involved members of society, too. Practicing both speaking and listening in class remains one of the most important parts of college, and people need to be aware of the importance of these skills that they can either ignore or develop.
