Classroom Discipline
Please share experiences you've had with classroom discipline situations including ways you have handled them and what, if anything, you would do differently if facing a similar situation again.
I have rarely gotten the unruly student that pushes me to near loss of my temper, but I can have a tendency to wear my heart on my sleeve. I am aware of a time where a student was confrontational and I allowed myself to show I was letting it bother me. I should have just asked the student to leave. Rather than let them stay in the classroom and try to defuse it later. Most of the time discipline issues are not a normal occurrence for my classroom, but if they happen, I try to see when digesting the info, there was something I could have done differently. Most of the time, there is maybe one thing, but I also must accept that sometimes that thing wouldn't have mattered.
Classroom discipline that is established prior to the term and outlined within the syllabus and a part of the grading rubric has been beneficial. The first step is always identifying the problem and address immediately.
The latest behavior issues in class concerns technology, students are allowed to use electronic resources for class. I have discovered that more students are more concerned with the latest “Social Media†post or some “blog†spot versus the lesson.
I placed a time on any exercise that required the use of electronic technology.
when the class was becoming unruly, i called a ten minute break. afterward, the students were assigned different seating. it sent the message that we needed fresh attitudes.
The most common disciplinary problem that comes up is what I call “side bar†conversations between two students while I am teaching. I have autistic tendencies and this makes me acutely aware when this happens. I will usually pause during my teaching until the two students become aware of my “silenceâ€. It does not take long for my silence to be perceived by the whole class and for the two students to realize that the attention is now focused on them instead of me. The side bar will almost always end immediately. I agree that this does focus on the student, but it also focuses on the behavior. I find this passive method makes the student actively realize the problem themselves without me having to say anything. This method has worked very well as I am demonstrating the cause (the side bar) and the effect (the disruption to the class). The student may feel somewhat embarrassed. However, I feel it will not make me come across as singling out or picking on the student.
I once had a student go for lunch and come back reeking of alcohol. What I actually did was talk to the student about my concern for his welfare and inquire whether he needed help, pointing out our policy and my personal thoughts as a professional. Even while he denied being drunk, I was gentle but firm in asking him to leave and informing him that his state could endanger him and other students. I married all the dialogue to the workplace showing him how this could negatively affect him. We suspended him and upon return he apologized and vowed to act appropriately and he eventually graduated.
Cynthia, first I would correct the student and inform them that adulthood is a matter of maturity and has very little to do with age. As an instructor I can just as easily have a 45 year old adolescent as well as a 25 year old adult in the classroom. Adults learn to grow while children require constant guidance. Second I would talk with the student to learn more about the root cause of their dysfunction. By understanding the root cause you can then focus on possible resolution.
James Jackson
I have had experiences with students talking about things like sex and when I tell then we will not talk about things that don't pertain to class its a problem and the first thing that comes out the persons mouth is Im grown I can talk about whatever I want to and what do you do when almost every teacher has had a problem with this one student
I agree. Generally speaking, students know what behavior prompted the "see me after class" and therefore correct their actions well before you meet with them privately. I have found that once you meet with the student in private, little explanation is needed as they are already apologizing for their disruptive behavior. I still make it a point to let them know my expectations.
I will let the students know on day one, just like you should.
There will always be the 1 or 2 or more that feel the need to test..
What I will do is write out a advising form and show it to them and say , if this goes any further, we will take action.. usually that gets there attention.
On various occasions I have found it necessary to discipline an obviously upset & then belligerent student during the course of surgery skills labs where talking back to the instructor was experienced. As it is within the rules in this school's protocol that any student may be withdrawn from the program should this legitimate circumstance present itself, I also all too well understand the emotions evident during typical surgical interventions. I initially make the person aware of the seriousness of their actions & the possible repercussions. Then I inform them that in the work environment, that a reaction as such can result in the loss of their job and possible the disintegration of their professional standing. Ordinarily, next I tell them that I expect an apology and that they need to be much more in control of their emotions in the working confines of the surgical suite as the wellbeing of human life is directly related to their performance as professional patient caregiver.
Absolutely, by giving the students specific information on what is expected on the first day and sticking with it the students know what to expect and cooperate at a much higher level. When the rules change half way through discipline becomes a problem.
I too have the problem of cell phone and music use. I set a policy of taking a point off of their final grade for each infraction.
Kimberly, what conversations do you have on your first day of any new group of students or the beginning of a new course session? I would highly recommend talking to students about consequences of violating classroom policies. Get students to discuss their ideas of acceptable actions on your part when you find them violating these rules. Then when a student is in the wrong you can simply ask them what was the agreed upon actions for their improper behavior and when they respond you can let them know to follow through with that action. This puts more ownership on the students when they act out of character or contrary to your classroom rules.
James Jackson
I have tried different approaches, such as silence and waiting for them to give their full attention, or asking them to leave the classroom. The problem I encounter is that even though they are adults, they do not like to be "scolded" and when I say something to them that they do not like they complain to my supervisor about me. I feel that respect is a two-way street and they need to give respect to get it back. I know we are supposed to preserve their dignity, but it gets hard when they are being disruptive.
It is impariative that the classroom rules are explained on day one, and enforced by all. Typically if a student falls asleep during class, I can start walking over to them, and their neighbor will wake them up. If it continues to be a issue, I ask if they would like to stand at the back of the classroom.
Being that I am much older than my students, I oftern find myself, be appalled at some of the behavior displayed. She when handling a disrespectful or unruly student, I really do have to stop and count to 10, then calmly ask them to leave and come back only after they are ready to focus.
I have learned that when a class has a large number of sleepy heads giving them a pop quiz wakes them up. I use to take it very personally if they nodded off. Now I understand I could be doing a song and dance and those same students would be out cold. Some of them work full time and have children. The only quiet they get is in class.
I agree if you set up expectations for the way the class should be run (breaks, telephones, talking etc.) there should be no surprises. I have a rules of conduct that I go over with the students and have them initial next to each rule.
I agree to some point. I do however have students who use that to their advantage.. If I stop talking they just keep right on talking and in fact get louder. I have found that having a seating chart helps. It helps in two ways. First attendance is easily done and I can sepparate the talkers and put them by non talkers.
