Michael, classroom discipline is as much an art form as there is a science by which you can progressively improve. Focus on small and manageable changes in your teaching skills and master those first then you will have more and more confidence to take on some of the more challenging aspects of classroom management. Your environment can also play a major role in the types of situations you will have to encounter and the frequency of those encounters.
James Jackson
I learned in another inservice that our "adult" learner classes are actually 5 year-old in essence. They want respect, they want an outline/agenda, they want to know what the boundaries are, they will push the boundaries to see if you really will discipline.
This is one area of instruction I don't do well in, but the longer I teach the better at classroom management I am and less discipline is needed.
Cliff, glad you have some takeaways from the class. I hope you never have to deal with a classroom discipline issue but knowing how to handle them if every one comes up is worth a lot and will assist you greatly in getting your classroom back on track faster.
James Jackson
Holly, have you spoken to these students directly and in private? For many students, once they know you are monitoring them directly they tend to be more mindful of the rules. You can also incorporate a class participation grade that can be used to score students on how they follow the rules which is much like how they will be evaluated in a work place setting. You can explain to your students that part of the objective of the class is to prepare them for the workplace and conduct and how they follow the rules is part of being a good employee. Just some ideas I have used myself and have received good results so hope this gives you some ideas you can use.
James Jackson
JAMES , setting policies day one of a class is critical to success. Enforcing the rules needs to be consistant and evenly distributed.
James Jackson
Joe, just like our students will learn from their experiences so will we as instructors. Do not fear making mistakes, just be wise enough to recognize when they take place and learn and grow from each experience.
James Jackson
Ray, good analogy. I would agree that tardiness is a major topic within higher education. Another approach is to ask yourself what value do you provide in the first few minutes of a class that inspires students to be on time?
James Jackson
This section of the course on school discipline was an eye opener and a welcome addition to my learning process as an instructor. I’m entering a new school that’s offering an Internet Marketing certification program for working adults interested in adding to their skill sets. In the past, I’ve mentored young people in small classroom environments, and I would say I’m somewhat of a controller. But this was more of yard duty and less interacting with adult. As a practicing marketing professional, I’m looking forward to providing my students with a solid understanding of the material presented, but I’m also prepared, at least mentally when a discipline problem that might come up. I have to say that at the prices students are paying for this program – having a someone become disruptive to the point of being asked to leave the class seems unlikely. But ya never know.
Tierra, you need to think in a broader sense with respect to adult education. You are not so much teaching to different age groups as you are to different learning styles. Focus your efforts on understanding the learning style preference of your students and then take maturity level into consideration. I have taught to 55 year old adolescents and 25 year old adults. My first focus is always to understand their learning style then their maturity level. Hope this helps.
James Jackson
Emilie, this is a very common issue for younger instructors. It is good to remind them you are not teaching them to be adults you are providing them with information you know and they need. You are a subject matter expert which is regardless of age. When I first started out as an instructor I was teaching computer networking to senior staff that were 20 years my senior in age but used systems that were no longer being supported. My focus as their instructor was to be a subject matter expert and knowledge transfer agent. I tried to get away from the term professor, teacher or instructor but always called myself a knowledge transfer agent. Hard to say if this will be of any value to you but it did work in my case.
James Jackson
Jennifer, another thing to consider is the learning of the student that jumped ahead. Did you provide any ability for the student to earn extra credit for providing any value added information to the classroom discussions? Dr. Joe Pace from The Pacific Institute has often stated in his over 20 years of work in Higher Education that the teacher will appear when the student is ready and it appears you have a student that is eager to learn so I would find a way to tap into their energy and use it to add value to the classroom and to that specific student.
James Jackson
In my new class I have a student that would try to "teach the class" or jump ahead of the material focused on at that time. I could tell from some of the other students reactions that this was confusing to their learning. Within that first week I had her stay after class and spoke with her; I explain how her jumping ahead and her trying to explain things confused other students learning. I asked her to allow me to "teach" the subject first and at the end of that section if she had anything to add that would be the time for her to converse in the subject. She willingly agreed and lectures went more smoothly after that.
I have had some situations that have been very difficult. Several of my students take advantage of my good nature by pushing the time limit of breaks. Students are allowed 10 minutes every hour for break during classtime. some will habitually return late with excuses that the line at the BR was too long, etc. Usually I will have them stay after class to clean up the classroom, but several will just leave, leaving me to clean up myself. So I have tried locking the door after break, causing them to wait outside and then be sent to DON. This actually has cut down on breaktime tardies, but has given these students a bad attitude. When they return to class they relate their talk to the other students instead of paying attention to class. It has been trying my patience.
On the first day of class after reviewing the course syllabus and what is expected of the students to learn from the class. I discuss the gudelines of behaviors I expect of the class; in order to help me communicate the required material in a respectful yet fun way.
I had a verbal dispute with a student that got a little loud.I know now I could have handled it differently and had the same effect and outcome.
I have had students that feel like they can talk and disrupt my class because they feel like I am a "younger" instructor. I have used a variety of tactics, I like to stop the class and look at the student until I get there attention, or ask the student if they have some input they would like to add to the conversation. Both of these tactics seem to work well. I do start each mod telling my students that I am not here as their parent but as their instructor and since they are in my class to learn how to perfect a skill I want to give them a chance to make this their classroom, but I do have a form that outlines the rules of my classroom that goes with the school's discipline rules and we discuss this on the first day and add to it anything else the students want. I give them both expectations of them, the classroom and myself. These have helped in the past, if the student is continuining to be rude and disruptive I talk to them after class.
Probably the most common problem is students being late.Some times it is because of an unforseeable circumstance.alot of times it is because they are lazy or not motivated.I like to give them a senerio like what if you we catching a plane and you were late to your flight?Not only would you miss it but you would have to spend more money getting another one
I have run into the same problems with cell phones and electronic distractions. Our school policy clearly states that the use of electronic devices is not allowed. I deal with them by announcing on the first day of class that I will deduct 1/2 hr of time for the use of electronic devices. Any time missed is required to be made up by the student. I have tried the cell phone jail route, taking the phone til lunch or til the end of training for the day. This just challenges them to try and get away with it.
I am willing to embrace technology during breaks, but during lectures it is rude and unacceptable. Facebook and angry birds are not my idea of embracing technology.
Teaching adult learners is very different from teaching younger students. Therefore, there has to be different discipline strategies. I learned that when discipling adults it has has to be done privately and not in front of there peers. Instructors will get better results but if you reprimand them in front of the class they will rebel because they feel you are trying to "play" them.
Peter, excellent observation. Student diversity has been growing according to many of the instructors that participate in these discussions. Having an understanding of the different learning disorders can provide great insight and better allow you to understand your students. Where one instructor will assume a student is not motivated, another instructor with proper knowledge and understanding will be able to identify a learning limitation and apply different teaching techniques to better accommodate a student.
James Jackson
