IMPROVEMENTS
As an instructor, I would really like to improve my communication skills in the disciplinarian arena of education. I think my biggest weakness is dealing with discipline issues. I welcome suggestions!
I tend to talk to students one on one after I have had to discipline them. It helps smooth out the transition so they do not harbor any bad feelings and more importantly do not bring a worse attitude back into class.
Hi Eric! Thanks for your comments! I agree that "walking the talk," so to speak, establishes consistency in the classroom or lab and is an example of "Leading my Example." Even with working with young adults, professional parameters and ground rules become very important. Quick question for you - aside from the corrective action standpoint, what additional coaching techiques might you use to facilitate positive responses once the negative behavior is checked?
Jay Hollowell
ED106
I have also found over the last three years that it is important to do what you say you are going to do. I usually give my students a disciplinary warning first. Then I give a second warning and I make sure they understand that receiving a third warning would mean they have to leave the classroom and go home. Unfortunately, some students try to test the limits of our patience and I found that once you actually send the student home for the day after a third interruption, all the students tend to behave better. It is sad, that you sometimes have to send students home who are disrupting the class, but I see it as a necessary evil to make students understand that you mean what you say.
I have experienced a similar issue with my class which consists of over 50 students. I first determined the starting point of the disruption. Then, I explained to the entire class that I would assign a different seating arrangement daily, or weekly, in order to prepare them for flexibility and adaptability in the workplace. This gave me control in placement of the students and enabled me to separate disruptive students from those who were focused on listening to my instruction. With these students sitting on the front row, I involved them often in class discussions which necessitated listening to my instruction in order to respond correctly.
Additionally, I prepare more than enough independent classwork for each session so that the time and energy normally used to disrupt class is used reinforcing course concepts through written and oral applications.
As far as the more serious classroom disruptions, I would utilize a formal Counseling Form detailing the problem, stating the consequences and recommending steps for correction.
I have the same issue. It is more difficult, i think, because it draws off of negative energy sometimes, and that is usually counterproductive.
I have a group of student right now that seem distracted, and no matter what I have tried, they continue to disturb the class. my first step was to pull them aside and nicely request they give me and the class a little respect. After all, they are paying to be didn't want them to waste money. well, throughout the first week, i had to remind them from time to time, by a simple gesture, that they needed to quiet down duing the lecture. This monday however, they seemed to forget, and I had to tell them that they either needed to quiet down or leave the class. I let them know that they were to much of a distraction to my teaching, and the other students' learning
Hi Ann! Wow, where does one start on the discipline issue? First, I think we have to set the tone and expectations from the beginning; what the instructor expects from students and vice versa - class ground rules, what is acceptable, professinal behavior and what is considered unprofessional.
Second, when an issue surfaces, the instructor has to assess how serious the issue and its consequences are. I have found that if it is the first time a student crosses the line and it is not a major issue, then I don't make it one. However, if it really needs to be addressed directly, I will ask to speak with the student immediately and privately (use your judgment as to having a third party present to validate), and affirm that the behavior will just not be tolerated.
Third, if the situation is emotionally charged, then you must allow time for venting and cooling off before addressing.
Fourth, it is IMPERATIVE to have the support of your administration in enforcing disciplinary consequences that are in line with the situation.
Hope this helps a little; other participant responses and observations are welcome!
Jay Hollowell
ED106 Facilitator
