Discipline in adult education, at least according to this most generic course does not account for dealing with a majority of students under the ADA classification. Whilst faced with a growing number of veterans returning from the field of war with a variety of problems, from PTSD to traumatic head or limb injuries, behavior within a class environment can be a most sensitive situation. As I continue with a phd in art therapy, how would you consider expanding this course to account for the challenges posed by the ever increasing influx of veterans? As opposed to the really generic examples proposed here.
Sudarshan Daniel, thanks for sharing and I look forward to hearing more about what results you experience by implementing what you have learned by participating in the class. Please come back and share your experiences.
James Jackson
During lectures, I will just stop, silence is a powerful tool. To minimize the possibility of being bored during lectures, I create lecture notes, that they students must fill in as we lecture/discuss things. This then becomes a graded assignment. This keeps them busy and a busy student does not have time to become a distraction.
I also start with the introduction to the class that they are adult learners and towards the end of the term they begin to forget and I am anxious to try the note intervention. I hate the thought of disrupting other students learning to stop and talk to someone who comes in tardy. I think I will get a couple of the notes printed to have on hand
I have been instructing now for close to eleven years, and have learned that sometimes the discipline used depends on the individual student. Sometimes just lowering my voice to a whisper will be effective with a student who is talking during a lecture. At other times I find that the " silent stare ", is just as effective. The best way to divert discipline problems is to state your expectations on the first day of class and have the students sign a form stating they understand the school policies and regulations concerning behavior. I have found this to be most useful in keeping peace in the classroom. Only once did I encounter a student who not only had to be removed from the class, but from the school.
I agree. I go through the entire syllabi and offer examples of what is acceptable behavior in the classroom and in the work environment. I always remind the student that professionalism starts in the classroom.
I find that laying out the expectations off hand tells the students what you need for them to suceed. I always tell them why I have the expectation so that I am not dicating to them rather I am teaching them at all times.
I have recently had a situation where 3 of my students got into a quarrel during the last 10 minutes of my class. It began in the hallway when they were on a break and then they carried it into the classroom. I let it continue for a bit snd it escalated quickly. The class ended and I sent them out.
In the future, I will never let this behavior continue for even a minute. I would tell them all to leave the classroom immediately.
I did have each of them meet with myself and an administrator the next day and consequences were given to them.
Hi James, the instructional audio/video was very helpful to me in managing my class. i am an excellent teacher but I was having difficulties in managing class and was scoring low on student satisfaction surveys. the main reason was I was reprimanding disruptive uncooperative students publicly and was using"you" language instead of " I" language. using " i " language and reprimanding unruly students privately is the most effective ways to manage class
One of my biggest challenges as an instructor is being assertive. I recall a situation where I had a class of 22 students for an anatomy and physiology class. The students created their own groups within the class and at least two of these groups often discussed topics other than what was being covered in class.
My first reaction was to ignore them and continue on with the discussion. Of course this did not work. I must admit that I did not handle the situation well and several good students became upset with my lack of adequate classroom management. I did finally state loudly that I felt the 'other conversations' were disrupting the learning experience. This did stop the extraneous conversations.
After reviewing the material in this course, I have learned that immediate action needs to be taken using "I" statements as well as walking around the room while continuing the class discussion and stopping next to the groups that are being disruptive.
I had a student who, for the first week of class, arrived at leat 15 minutes late. She would be in a foul mood and would glare at me, defying me to confront the situation. I spoke with her after class several times with no luck. The next week, I did not wait for the end of class, at the break I walked up to her and quietly asked to stay. I used another room to discuss the tardiness and the attitude. She started to get become angry and yell. I just maintained eye contact and spoke firmly. "What is it that has you so angry with the world?" With that, she looked at me and burst into tears. Long story short, she poured out her story and actually felt some relief. I was able to direct her to get help in areas that she needed. From that day forward, I saw a gradual increase in her mood and behavior in class. She would come to class on time, participate and smile. I am a firm believer in not only addressing the bad behavior, but helping the student get beyond the reasons for it.
I teach general education for adults. When I start each new class, we discuss, in detail, the school and classroom rules and guidelines that are to be followed. We talk about examples and what consecquences can occur. Expectations are clear from the first day. I encourage self-respect, respect of classmates and respect for the Instructor and I offer my promise of the same. In the first week, I remain diligent in quietly reminding these new students of the rules and regulations when I see an infraction. I call the first week reminders "Grace and Mercy". After that, I ask them to see me after class to discuss the incident and ensure no repeats. Consistency is key.
i like to go silent and tap on the table
walter, agreed. The silent routine as well as the instructor looking directly at students with no speaking can be incredibly powerful. A picture is worth a thousand words it has been said and the picture you paint through eye contact and silence is better than any grouping of words you may use.
James Jackson
sometimes it is difficult to control certain students, and one wants to raise the voice to control the classroom, but I feel now just stop lecturing for a minute and most often students themselves wii solve the issue with the unruly ones. For instance to be quiet and pay attention.
Michael, your concerns are shared by many. There are no easy answers but most answers will come out of direct communication with your students. What were the motivators for starting school in the first place? What do they feel they are accomplishing by not paying attention in the classroom? Do they feel such practices will be acceptable by their employers? These are but a few questions you can use to create a candid dialog with those students that seem to have another agenda within your classroom. You may also have to consider that it is not 100% their fault by looking inward and asking yourself if you are reaching them at a level they feel they can learn and be understood. Such internal reflection can be difficult for us as instructors but can be helpful in better understanding why students act the way they do at the most in-opportunistic of times.
James Jackson
I have experienced some results with class discipline when I say "Can I have your attention so I can continue the class". This seems to be more professional than yelling at the class. I notice that several students who apparently don't care if they disturb other students start talking again with 5-10 minutes. Is it too much sugar, no addult supervision at home, lack of manners, lack of someone constantly telling them how rude it is to talk and disturb other students' learning and focus? Maybe a combination of all. I have not kicked a student out of class, yet. After a few weeks of this back and forth with rude students they usually leave class and don't return.
Chalie, well done and demonstrates the importance of setting the stage early and discussing expectations early and often. Students need to know what you expect from them and they they should expect of you.
James Jackson
Michael , glad to see you gained some valuable resources from the course. Please check in from time to time and let us know what is working and what areas still need more attention. You will find this group is very sharing and has outstanding ideas.
James Jackson
Nicole, I understand your comment about your students being adults but keep in mind some students will be 35 year old adolescents while others may be 25 year old adults. Age is not the best indicator of adult behavior. This is why knowing your students is so critical.
James Jackson
I have had issues in the past with cell phone usage and sleeping in my classes. So on the first day of class, as a class the students and I came up with 2 rules. If you get caught using your phone in class you have to do 10 push ups or sit ups. It is pretty cool because the students will police each other and everyone agrees on that form of discipline. So it works for us and the students have no problem doing it if they get caught. In regards to the sleeping if you get caught you have to do 5 up downs. This is great because it gets your blood pumping and helps to wake you up. No student has fallen asleep again after they did the up downs. Now if they don't want to do the physical exercise, than they can step out of class or loose points for the day. No one wants to loose points and class is not very long so no one wants to leave class either. It works for me and my class.
